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Design Principles for Developing Information Problem Solving Competence in Higher Education: A Systematic Review and Meta-Analysis
- Josien Boetje
- Stan van Ginkel
- Bo Sichterman
- Matthijs Smakman
- johan versendaal
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Description: This project aims to synthesize empirical evidence to inform the design of effective learning environments that support the development of students' Information Problem Solving (IPS) competence in higher education. Building on a systematic review and meta-analysis of 69 peer-reviewed studies (2000–2023) involving undergraduate and graduate students, we derived seven core design principles: learning task, instruction, modeling, practice, learning activities, support, and feedback. These principles form the basis of the IPS Educational Design Principles (IPS-EDP) model, which connects learning outcomes with instructional strategies and assessment practices. While the review addresses all IPS components, evidence is strongest for the search and selection stages. The IPS-EDP model offers a theoretically grounded framework to guide both future research and the practical development of IPS learning environments.
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