Learning is sitting: student and staff perspectives on sitting less at Maastricht University
University students are often sedentary due to classroom designs that limit opportunities for movement. However, more activity can improve students’ mental-health and academic results. This study investigates the needs of students and teachers in terms of ‘less sitting’ at Maastricht University (the...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1626953/full |
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| author | Roy H. J. Erkens Roy H. J. Erkens H. Q. Chim H. Q. Chim Nikita L. Poole Nikita L. Poole Stella Wasenitz Stella Wasenitz Hans H. C. M. Savelberg Hans H. C. M. Savelberg |
| author_facet | Roy H. J. Erkens Roy H. J. Erkens H. Q. Chim H. Q. Chim Nikita L. Poole Nikita L. Poole Stella Wasenitz Stella Wasenitz Hans H. C. M. Savelberg Hans H. C. M. Savelberg |
| author_sort | Roy H. J. Erkens |
| collection | DOAJ |
| description | University students are often sedentary due to classroom designs that limit opportunities for movement. However, more activity can improve students’ mental-health and academic results. This study investigates the needs of students and teachers in terms of ‘less sitting’ at Maastricht University (the Netherlands). Furthermore, it explores whether standing desks are feasible and acceptable interventions for ‘less sitting’ in the context of Problem-Based Learning. Two focus groups of five students and eight interviews were used to investigate the needs of students and staff, and 108 students from three different study modules filled out a questionnaire to address the feasibility and acceptability of standing desks. Students and staff of six faculties and 11 study programmes were included in the research. We find that students and staff at Maastricht University expressed the need for more active education. They flag the lack of appropriate educational spaces at Maastricht University for more active education and the necessity for socio-cultural norms change as largest limitations. Students and staff are furthermore mainly neutral in terms of the acceptability and feasibility of implementing standing desks at Maastricht University in a Problem-Based Learning setting. They report the same opinions in terms of dynamics, learning, health, and frequency of activity in the classroom as in more traditional university programmes. However, the participants in this study state that more attention for posture is needed during standing tutorials. They also comment that module design should make standing desks a logical element of the class dynamics. Our findings at Maastricht University indicate that an ambition for a more active classroom should go hand in hand with proper classroom and educational designs to make the most out of it. |
| format | Article |
| id | doaj-art-f2c2e8501e3341b790efcebe49248ee7 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-f2c2e8501e3341b790efcebe49248ee72025-08-21T05:27:05ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.16269531626953Learning is sitting: student and staff perspectives on sitting less at Maastricht UniversityRoy H. J. Erkens0Roy H. J. Erkens1H. Q. Chim2H. Q. Chim3Nikita L. Poole4Nikita L. Poole5Stella Wasenitz6Stella Wasenitz7Hans H. C. M. Savelberg8Hans H. C. M. Savelberg9System Earth Science, Faculty of Science and Engineering, Maastricht University, Venlo, NetherlandsMaastricht Science Programme, Faculty of Science and Engineering, Maastricht University, Maastricht, NetherlandsDepartment of Nutrition and Movement Sciences, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University, Maastricht, NetherlandsFaculty of Health, Medicine and Life Sciences, Institute for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, NetherlandsDepartment of Health Promotion, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, NetherlandsHealth Funds for a Smoke-free Netherlands, Utrecht, NetherlandsEDLAB, Maastricht University, Maastricht, NetherlandsHumanwissenschaftliche Fakultät, University of Cologne, Cologne, GermanyDepartment of Nutrition and Movement Sciences, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University, Maastricht, NetherlandsFaculty of Health, Medicine and Life Sciences, Institute for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, NetherlandsUniversity students are often sedentary due to classroom designs that limit opportunities for movement. However, more activity can improve students’ mental-health and academic results. This study investigates the needs of students and teachers in terms of ‘less sitting’ at Maastricht University (the Netherlands). Furthermore, it explores whether standing desks are feasible and acceptable interventions for ‘less sitting’ in the context of Problem-Based Learning. Two focus groups of five students and eight interviews were used to investigate the needs of students and staff, and 108 students from three different study modules filled out a questionnaire to address the feasibility and acceptability of standing desks. Students and staff of six faculties and 11 study programmes were included in the research. We find that students and staff at Maastricht University expressed the need for more active education. They flag the lack of appropriate educational spaces at Maastricht University for more active education and the necessity for socio-cultural norms change as largest limitations. Students and staff are furthermore mainly neutral in terms of the acceptability and feasibility of implementing standing desks at Maastricht University in a Problem-Based Learning setting. They report the same opinions in terms of dynamics, learning, health, and frequency of activity in the classroom as in more traditional university programmes. However, the participants in this study state that more attention for posture is needed during standing tutorials. They also comment that module design should make standing desks a logical element of the class dynamics. Our findings at Maastricht University indicate that an ambition for a more active classroom should go hand in hand with proper classroom and educational designs to make the most out of it.https://www.frontiersin.org/articles/10.3389/feduc.2025.1626953/fullhigher educationneeds assessmentphysical activitysitting in classstanding in classstudent perception |
| spellingShingle | Roy H. J. Erkens Roy H. J. Erkens H. Q. Chim H. Q. Chim Nikita L. Poole Nikita L. Poole Stella Wasenitz Stella Wasenitz Hans H. C. M. Savelberg Hans H. C. M. Savelberg Learning is sitting: student and staff perspectives on sitting less at Maastricht University Frontiers in Education higher education needs assessment physical activity sitting in class standing in class student perception |
| title | Learning is sitting: student and staff perspectives on sitting less at Maastricht University |
| title_full | Learning is sitting: student and staff perspectives on sitting less at Maastricht University |
| title_fullStr | Learning is sitting: student and staff perspectives on sitting less at Maastricht University |
| title_full_unstemmed | Learning is sitting: student and staff perspectives on sitting less at Maastricht University |
| title_short | Learning is sitting: student and staff perspectives on sitting less at Maastricht University |
| title_sort | learning is sitting student and staff perspectives on sitting less at maastricht university |
| topic | higher education needs assessment physical activity sitting in class standing in class student perception |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1626953/full |
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