Key Competences for Lifelong Learning in Europe: Towards a Conceptual Framework of Understanding, Formulation and Implementation

Pampouri, Anastasia; Tsolakidou, Paraskevi; Mavropoulos, Azarias

doi:10.21125/inted.2021.1716

Cited by 4 publications

(3 citation statements)

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“…It is also a means to bring future responsible citizens closer to researchers' work and to make students aware that public research is at the service of society. Researchers and schools can achieve a great deal together, focusing on protection, knowledge, and awareness of natural disaster prevention, and they can encourage good practices and safe and sustainable behavior [58][59][60]. This is a means to build resilience at school, involving students, teachers, school leaders, and families too, because children can be a valuable vehicle by which to increase awareness among adults [61].…”

Section: Discussionmentioning

confidence: 99%

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Piangiamore,

Maramai

2024

Geosciences

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The past offers important lessons with regard to facing the future with greater awareness. In this context, school plays a key role in spreading knowledge of natural phenomena and in promoting behavior change. Together with researchers, teachers can be strong allies to build more resilient future citizens. The Istituto Nazionale di Geofisica e Vulcanologia (INGV) school training activities provide tools to prepare for the next earthquake and/or tsunami. Approximately 5000 students, from both middle schools (ISCED 2) and high schools (ISCED 3), were involved in active learning activities based on a flipped-up approach during specific online scientific events during the pandemic. Online lab activities were conducted during European Researchers’ Night (“Earthquakes: history teaches us the future: researchers for a day with experimentation in didactics for ESL”) and during both World Water Day 2021 and World Earth Day 2021 (“Tsunamis: history teaches us the future researchers for a day with experimentation in didactics for ESL”). These two Episodes of Situated Learning (ESL) experiences triggered students’ interest, favoring remote learning, developing life skills, and focusing on historical seismic studies of both past earthquakes and tsunamis.

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Section: Discussionmentioning

confidence: 99%

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Piangiamore,

Maramai

2024

Geosciences

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“…Jaramillo-Serna [32]; M.L. Matteson, L. Anderson, C. Boyden [33]; A. Pampouri, P. Tsolakidou, A. Mavropoulos [41], and D. Rychen [45]); however, as for the theoretical understanding of the conceptual specifics of universal competencies as a purely Russian concept, there is a particular gap. Our study intends to contribute to this.…”

Section: Discussionmentioning

confidence: 99%

Specific features of universal competences of higher education in Russia in the context of competence-based education: conceptual analysis

Gilyazova¹,

Zamoshchansky²

2022

P Sci Edu

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Problem and goal. Amid the currently advancing (technological, social, techno-social) trends, prominent attention is drawn to skills and competences, which are universal for all spheres of activity – soft skills, key competences. They are known as universal competences in Russian higher education. The aim of the article is to pinpoint universal competences (UCs) and to analyze their specific features in the context of competence-based education. Materials and methods. The authors use methods of etymological, conceptual and comparative analysis combined with dialectical and diachronic approaches and discursive reflection. The study was based on competence-based education-related documents and projects of EU, OECD, UNESCO, the World Bank as well as on monographs and articles of top experts and research groups. Results. During the study, the term of universal competences was differentiated from the associated terms (soft skills, key competencies, generic competencies, and 21st century skills); the role of universal competences was identified as a balancer in higher education for equilibrating its two missions: Preparing students for successful career and helping them become well-rounded personalities. It has been found that the terminological confusion and the lack of consensus on many aspects of competence-based education have an ambivalent character. The idea of universal competences was identified as a Russian version of a tool (and the outcome) of the integration of two opposite intentions of the national educational policy: Blending in the mainstream of the competence-based approach and retaining its uniqueness. A contribution was made to expanding the conception of universalism as the foundation for competence-based education, including the one in Russia. Conclusion. We acknowledge that the concept of universal competences can make competence-based education more balanced in Russian environment or, on the contrary, it can aggravate its inherent imbalance.

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“…Nowadays, we often use the expression lifelong learning [29][30][31][32][33], meaning that learning process should concern the entire life span, overcoming a defined temporal dimension (the time of initial education), which is too often the only part of life dedicated to learning. Since the learning-temporal dimension is inherent in every human action, we use the concept of lifewide learning [34], embracing all areas of life, and overcoming places dedicated to learning (traditionally school and university) to enhance every life experience.…”

Section: Building Lifelong-lifewide Resilience Vs Transformative Lear...mentioning

confidence: 99%

Gaming and Resilience: Teaching by Playing Together—Online Educational Competition at School during the Pandemic

Piangiamore

Maramai

2022

Applied Sciences

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Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to flood to environmental challenges, and for each of these she is the protagonist of educational quizzes and of an escape room. These games were designed and played online during the COVID-19 pandemic, to introduce an engaging activity, reducing the difficulties of both students and teachers in distance learning. Simultaneous challenges between several classes were played during special scientific events, with a total of more than 8000 students flanked by about 500 teachers, always with very positive feedback. We pooled our knowledge to embrace innovation in gamification at school. Our games aim at increasing the response capacity of future more resilient citizens to protect themselves and others, adapting to natural risks, and to spread good practices in support of the civil protection. Each online race between classes from primary and middle school (ISCDE 2) is based on cooperative learning and followed by an important debriefing moment of reflective learning, guided by researchers to deeply analyze scientific topics.

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Key Competences for Lifelong Learning in Europe: Towards a Conceptual Framework of Understanding, Formulation and Implementation

Cited by 4 publications

References 0 publications

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Specific features of universal competences of higher education in Russia in the context of competence-based education: conceptual analysis

Gaming and Resilience: Teaching by Playing Together—Online Educational Competition at School during the Pandemic

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