Perspective taking within honors education at the Hanze

Personal development is a defining feature of honors programs, often demanding pedagogical strategies that differ from those in mainstream education. This study explores the role of perspective taking –the ability to emphasize by understanding others’ thoughts, emotions, and motivations –as a key mechanism in fostering personal growth among honors students. Through qualitative analysis of focus group data, the research identifies four distinct modes that facilitate perspective change: 1) confrontation with different cultures or target groups, 2) confrontation with unknown domains or cognitive frameworks, 3) shifts in task or role, 4) self-insight. The findings affirm that perspective change could lead to a shift in students’ interpretive frameworks. Besides, this study gives insight into educational practices that can support personal development within honors settings and offers inspiration for regular curricula.