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Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the twenty-first-Century, Paris UNESCO 1996
... A sustainable educational strategy necessitates mechanisms that facilitate the incorporation of common European goals without leading to homogenization but rather promoting a polycentric approach to learning and civic education (Delors, 1996). Maintaining cultural diversity and local autonomy within European policies is a key factor in strengthening the collective European identity while empowering member states through solidarity and mutual understanding. ...
... The EU's educational policy does not seek to replace national strategies but rather to create a framework for cooperation that allows differentiation based on the needs of each society (Banks, 2016). Preserving cultural autonomy, particularly in the humanities and civic education, is a key aspect of the debate on the sustainability of EU education policy, ensuring both diversity and the historical continuity of national education systems (Delors, 1996). ...
... By developing strategies that allow member states to tailor educational policies to their specific characteristics, the EU strengthens the adaptability of education systems while preserving their cultural dimension. This flexibility is not only a prerequisite for the functionality of national educational structures but also a mechanism for reinforcing social cohesion, ensuring that education remains closely linked to local social and cultural dynamics (Delors, 1996). ...
The European Education Area (EEA) 2030 strategy aims to harmonize the educational systems of EU member states by promoting digital transformation, environmental education, lifelong learning, and equality policies. While these shared priorities seek to strengthen European cohesion and competitiveness, they also raise critical questions regarding their impact on the cultural identity of member states. This article examines the extent to which the 2030 Charter shapes and potentially restricts the ability of states to preserve their unique educational and cultural traditions. It analyzes the tensions between EU policy convergence and national autonomy, highlighting the need for sustainable approaches that balance EU objectives with cultural diversity. Through an analysis of adaptation processes, policy flexibility, and curriculum pluralism, this study emphasizes that the future of European education depends on integrating both national and European goals. In particular, the incorporation of continuous education, digital literacy, and environmental awareness should not come at the expense of maintaining the cultural heritage of member states. Instead, the effective fusion of common European objectives with local values can lead to a more harmonized and sustainable educational strategy for the future-one that protects cultural traditions while fostering the essential skills required for a globalized and rapidly evolving world.
... Globalne kompetencije, a među njima i interkulturalne, potrebne su zbog razvijanja harmoničnih odnosa tokom života i rada u multikulturnom društvu, na globalnom tržištu rada, kao i u svrhe uspostavljanja odgovorne i efikasne upotrebe savremenih kanala komunikacije (OECD, 2020). Interkulturalne kompetencije, kako ih definiše Savet Evrope, mogu se povezati sa četiri stuba obrazovanja: učiti da se zna, učiti da se radi, učiti da se živi zajedno sa drugima i učiti da se bude (Delors, 1996). Učenje da se zna ukazuje na neophodnost osposobljavanja pojedinca da se prilagođavaju promenama, rešavaju probleme, kritički razmišljaju, istražuju i neprekidno uče. ...
... Ove kompetencije su ključne za suživot u sve globalizovanijem, međusobno povezanom i međuzavisnom svetu jer doprinose uzajamnom razumevanju, miru i toleranciji među ljudima različitog kulturnog porekla i pogleda na svet. Učenje da se bude naglašava lični razvoj i blagostanje, kroz ostvarivanje ličnih ciljeva, vrednosti i potencijala, ali i samosvest koja se manifestuje kroz individualnu i društvenu odgovornost (Delors, 1996). U okviru PISA istraživanja 2018. ...
Razvoj etničkog identiteta mladih u interkulturalnom društvu - zbornik radova
Iz predgovora:
Zbornik je nastao u okviru projekta Narativizacija etničkih identiteta adolescenata kulturno dominantnog i manjinskog porekla i uloga školskog konteksta (NIdEA), koji je podrazumevao saradnju psihologa sa tri naučnoistraživačke institucije: Filozofskog fakulteta Univerziteta u Beogradu, Državnog Univerziteta u Novom Pazaru i Državnog univerziteta u Njujorku (State University of New York (SUNY), Old Westbury). Projekat NIdEA finansirao je u okviru programa IDENTITETI Fond za nauku Republike Srbije (#1518), koji je prepoznao značaj istraživanja razvoja etničkog identiteta adolescenata u Srbiji, posebno u kontekstu škole, kao i mogućnost primene rezultata naučnog istraživanja u oblikovanju boljih interetničkih odnosa u školama i pozitivnije klime. Za razliku od drugih publikacija nastalih u okviru projekta NidEA, u kojima su prikazani rezultati obimnog empirijskog istraživanja kombinovanog tipa sa srednjoškolcima različitog etničkog porekla, nastavnicima i roditeljima, u ovom zborniku smo prikazali rezutate detaljne analize savremene literature o mladima, razvoju identiteta, etničkoj socijalizaciji i ulozi škole u tom procesu. Takođe, pored tima projekta NidEA, u kreiranje ove publikacije uključili su se i istraživači i istraživačice sa Instituta za psihologiju Filozofskog fakulteta Univerziteta u Beogradu i sa Instituta za filozofiju i društvenu teoriju Univerziteta u Beogradu, kao i docentkinja sa Fakulteta pedagoških nauka Univerziteta u Kragujevcu, koji su je svojom ekspertizom dodatno obogatili.
... La educación virtual medida por los ambientes virtuales de aprendizaje ha llevado a implementar en los planes de estudios de las instituciones de educación superior, metodologías y estrategias que permitan superar las barreras de las distancias y facilitar el acceso al conocimiento en el desarrollo de las prácticas profesionales de los estudiantes, sin desconocer el desarrollo de las dimensiones que apuntan a las competencias específicas o profesionales y competencias genéricas o transversales (Jiménez et al., 2019, p. 92), sustentadas desde los cuatro pilares de la educación: aprender a conocer, aprender a hacer, aprender a vivir juntos y aprender a ser (Delors, 1996) que fortalecen la adquisición y preparación de los estudiantes a la inserción en el mundo laboral y por ende a la sociedad que lleva a un aprendizaje a lo largo de la vida. ...
... En adición a lo anterior, cada vez crece la población de los denominados nativos digitales, de ahí que en la educación universitaria cobra relevancia el estudio de las prácticas profesionales mediadas por tecnologías, como en el caso de la investigación de Tiba y Condy (2021) quienes profundizan en los factores de mayor incidencia en el proceso de formación de nuevos docentes con énfasis en el uso de tecnología en el ejercicio de su profesión. En tal propósito se requiere que tanto en la etapa formativa como en la etapa de práctica profesional se incluyan talleres y proyectos sobre tecnología; así como recursos y modelación del uso de la tecnología tanto por los docentes formadores como por los que acompañan las prácticas profesionales en las escuelas o centros de práctica. ...
This research study aims to analyze the teaching practices of virtual professors who mentor the professional practice process in different training programs of a 100-percent virtual higher education institution from Colombia. A sequential explanatory mixed-method design is used with a qualitative predominance (QUAL. → quant). A questionnaire is constructed with seven Likert scale indicators. Semi-structured interviews and focus groups are conducted. The instrument is applied to a sample of 71 students from different programs, 18 virtual professors, and 29 trained assistants representing internship agencies. The results validate the categories of “accompaniment, monitoring, and communication” as promoters of “teaching practice and virtual teaching.” In conclusion, education in virtual environments is a pedagogical process where methodological strategies surpass temporal-spatial barriers to accompany students at any location, without the need of having the physical presence of professors.
... Skills are defined as the abilities to act autonomously and consciously in a complex world, integrating knowledge, know-how, and know-how-to-be (Delors, 1996). They encompass essential elements such as creativity, critical thinking, collaboration, and communication, which are vital in today's professional world (Dede, 2009). ...
This study investigates the impact of pedagogical methods, the use of digital tools, and educational levels on the perceived competencies and job market readiness of digital marketing students in Morocco. A quantitative approach was employed, involving a sample of 200 students evenly divided between License’s and Master's programs. Data were collected via a structured questionnaire. Results indicate that students who engaged in practical courses reported higher job market preparedness (M = 4.18) compared to those in theoretical courses (M = 3.45), validating hypothesis H1 (p < 0.001). A significant positive correlation (r = 0.65, p < 0.001) was found between the use of digital tools and perceived competencies, supporting hypothesis H2. Additionally, ANOVA analysis revealed that Master's students perceived their competencies more positively (M = 4.10) than Bachelor's students (M = 3.70), confirming hypothesis H3 (p = 0.023). These findings suggest a need for enhanced practical learning opportunities and greater integration of digital tools in curricula, along with stronger industry partnerships to better prepare students for market demands.
... Indonesia's long-term national education strategy prioritizes promoting peace and global education, aligning with the global "learning to live together" agenda. This principle is essential, as education that fails to foster peaceful coexistence lacks true significance (Delors, 1996;Matsuura, 2004). However, violence remains a pressing issue in Indonesian (Information about the authors can be found at the end of this article.) ...
Purpose
This study aims to examine gender differences in nonviolence across four dimensions – intrapersonal, interpersonal, societal and world – to understand how cultural and social norms are associated with nonviolent dispositions among students in Indonesia.
Design/methodology/approach
A survey was conducted using the diamond scale of nonviolence, a 67-item instrument adapted for Indonesian students. The sample consisted of 269 vocational high school students (148 females, 121 males) with a mean age of 16.7 years. Data were analyzed using multivariate analysis of variance (MANOVA) to assess gender differences in the four dimensions of nonviolence.
Findings
The results indicate significant gender differences in interpersonal and world nonviolence, with male students scoring higher than females. However, the analysis shows no significant gender differences in intrapersonal and societal nonviolence. These findings suggest that gender-related socialization and cultural norms may differentially shape nonviolence across dimensions.
Research limitations/implications
This study is limited to vocational high school students in Indonesia, affecting generalizability. Future research should explore cross-cultural validation and use qualitative or mixed-method approaches to understand better the mechanisms shaping nonviolence.
Practical implications
The findings emphasize the need for culturally sensitive educational interventions to promote nonviolence. Schools should integrate gender-responsive peace education programs that encourage leadership in conflict resolution while addressing traditional gender expectations.
Social implications
Understanding gendered nonviolence can inform educational policies and peace programs to foster inclusive and equitable approaches to conflict resolution and civic engagement in Indonesia.
Originality/value
This study extends the diamond model of nonviolence by providing empirical evidence on gender differences in nonviolence within a non-Western educational context. It offers educators, policymakers and researchers valuable insights into designing interventions that promote peaceful behavior and social cohesion.
... развиване на когнитивните умения и създаване на устойчиви навици за изучаване на сложните взаимовръзки в природата и обществото; придобиване на знания и социални умения за ефективно включвне в обществото и глобалната икономика; изграждане на толерантно отношение и емпария към членовете на обществото, независимо от техния статут, убеждение за абсолютната ценност на мира и демокрацията; личностно изграждане, самодисциплина, устойчив характер, автономост и чуство за отговорност, желание за учене през целия живот (Delors, 1996). ...
Abstract: The technological progress and growing influence of artificial intelligence on socioeconomic , intercultural and interpersonal relations determines the acquisition and improvement of global skills by students at every academic level. Quite evidently, in the Age of Cybernetical Intelligence (CI) educators need to rethink, or at the very least, rework their teaching strategies and align them with the EU policy of promoting professional training, reskilling, and upskilling. The paper touches upon the importance of global skills within the context of foreign language acquisition focusing on university students' digital literacy and critical assessment skills.
... Competences unite the four elements of learning articulated in the 1996 Delors Report (learning to know, learning to do, learning to be, learning to live together) (Delors, 1996). ...
... Có nhiều khái niệm được sử dụng để gọi 10 tên hiện tượng SV không tiếp tục một chương trình 11 học đại học như "bỏ học" (dropout), "sinh viên bỏ 12 học" (student departure), hoặc "sinh viên chưa hoàn 13 thành chương trình học" (non-completion or non-14 continuing students). Có hai hình thức SV rời bỏ 15 chương trình giáo dục đại học trước khi đạt bằng cấp 16 được phân biệt, đó là "sự rời bỏ mang tính tổ chức", 17 với nghĩa là SV chuyển từ trường này sang trường 18 khác, và "sự rời bỏ mang tính hệ thống", tức là SV 19 rời khỏi hệ thống giáo dục hoàn toàn 1,2 . Trong bài 20 tổng quan này, khái niệm "bỏ học" sẽ được dùng một 21 cách thống nhất với hàm nghĩa là khi một SV chính 22 thức hoặc không chính thức rời khỏi trường học ngay 23 cả khi họ chưa hoàn thành chương trình đào tạo của 24 mình mà không phải do chuyển trường. ...
University dropout is a process in which students fall further and further behind their peers and gradually lose all connections with the education system. This article synthesizes 35 previous studies to give a general picture of the problem of university dropouts worldwide and in Vietnam. The rate of university dropouts fluctuates around 20% of the course or of the university. This phenomenon is particularly prevalent among male students and first-year ones. The dropout rate tends to decrease in subsequent academic years. The dropout rate is related to curriculum and students’ grade point of average in the first academic year. There are many groups of factors that influence dropping out of university: firstly, the groups of personal factors including physical and mental health, learning motivation and goals, ability to fit in at university, learning ability, academic outcomes, school discipline, and time managing ability; secondly, the group of factors in regard to educational institutions, such as lack of career guidance in streams, poor-quality teachers, less innovative curriculum, lack of social support at school, tuition fees pressure, and lack of coordination in student management; thirdly, the group of factors concerning the family, parents' level of education and expectations, and family finances.
... UNESCO, Jacques Delors, et. al., [9] stated that there are four pillars/pillars of education, namely: (a) learning to know (learning to know), (b) learning to do (learning to do), (c) learning to live together, learning to live with others (learning to live together), and (d) learning to be (learning to be someone). Once again, this is the reason that education based on local culture is not intended to sharpen differences in the midst of a diverse nation, but rather as an effort to realize diversity and respect differences. ...
The research aims to provide quality education for the indigenous community by conducting an analysis of planning related to students, curriculum, education funding, educational facilities, and school-community relations in order to provide guidance and recommendations that can improve the quality of education in the traditional schools of Batara Papring Village, East Java. This study adopts a qualitative approach with a case study method, employing data collection techniques involving observation, interviews, and document analysis. The data obtained are comprehensively analyzed to understand the current situation and evaluate aspects that need improvement in educational planning in the traditional schools of Batara Papring Village, East Java. The analysis results indicate several challenges in the management of the traditional schools, particularly in educational planning. Firstly, the limited number of students and the variation in individual educational needs require careful attention in curriculum planning. Secondly, limited education funding constrains the ability of the traditional schools to provide adequate facilities and resources. Thirdly, existing educational facilities need to be renovated and enhanced to create a more effective learning environment. Based on the analysis results, several recommendations have been proposed. Firstly, a curriculum review is necessary, considering the current educational needs and trends as well as the students' needs. Secondly, efforts should be made to seek additional funding sources through partnerships with external parties, social funds, or donation programs. Thirdly, investment is needed to improve and enhance educational facilities, such as adding infrastructure. This research contributes significantly to the educational planning in the traditional schools of Batara Papring Village. The proposed recommendations are expected to enhance the quality of education, create a better learning environment, and improve educational accessibility for students in the traditional schools of Batara Papring Village, East Java
... The diagram encompasses the competences for educators in education for sustainable development, which has the 1996 UNESCO pillars of (Jacques, 1996) underlying education and life: learning to know, learning to do, learning to be and learning to live together. Despite these being developed originally in 1972, they continue to be built upon. ...
... Mais recentemente, Reaves (2019) (2019) A partir da análise do Quadro 1, é possível constatar que algumas das competências elencadas como a resolução de problemas ou o pensamento crítico se repetem com formulações diferentes nos organismos em apreço, e que as restantes são mutuamente recursivas. Acresce ainda que as competências consideradas essenciais pelas três organizações se consubstanciam nos quatro domínios priorizados por Delors (1996): "aprender a conhecer", "aprender a fazer", "aprender a viver juntos", e "aprender a ser". Os autores advertem para o facto de os domínios apresentados não serem compartimentos estanques, mas antes se encontrarem profundamente interconetados. ...
Resumo A revisão de literatura na qual se baseia este artigo atesta a necessidade de uma Educação renovada, adaptada às exigências da sociedade globalizada do conhecimento impostas pelo devir social contínuo e constante. Parte-se da compreensão das implicações da evolução tecnológica para espelhar as contradições que se vivem atualmente nas salas de aula, corroborando a importância dos sistemas educativos e, consequentemente, do papel fundamental da Escola no desenvolvimento dos principais skills do século XXI. Destaca-se a função relevante do conhecimento transferível enquanto motor dos domínios cognitivo, intrapessoal e interpessoal, e elencam-se quatro modelos pedagógicos que, segundo o estado da arte, se adequam ao desenvolvimento dos domínios e dos skills referenciados: i. o trabalho de projeto baseado na pesquisa; ii. a aprendizagem através da resolução de problemas; iii. a aprendizagem cooperativa; e iv. o experimentalismo, metodologias que pressupõem o recurso às tecnologias. Aborda-se o papel do professor enquanto facilitador do conhecimento e mentor para, seguidamente, analisar as implicações da mudança no processo de ensino e aprendizagem e nas dinâmicas de trabalho em sala de aula. Conclui-se pela necessidade da adoção de metodologias de trabalho em sala de aula mais consoantes com os objetivos a prosseguir pelos sistemas educativos, concretamente no que respeita ao desenvolvimento da autonomia e independência na vida adulta que se reflita numa cidadania crítica e participativa. Finalmente, discorre-se sobre a necessidade de adequação da formação inicial e contínua de professores aos novos desígnios educativos.
... Hội nghị lần thứ 8 Ban Chấp hành Trung ương Đảng Cộng sản Việt Nam (khoá XI) đã thông qua Nghị quyết số 29/NQ-TW ngày 4 tháng 11 năm 2013 về đổi mới căn bản, toàn diện giáo dục và đào tạo, trong đó có yêu cầu: "Đào tạo con người theo hướng có đạo đức, kỷ luật, kỷ cương, ý thức trách nhiệm công dân, xã hội; có kỹ năng sống, kỹ năng làm việc, ngoại ngữ, công nghệ thông tin, công nghệ số, tư duy sáng tạo và hội nhập quốc tế" (Ban Chấp hành Trung ương Đảng, 2013). Mục tiêu đào tạo này cũng thể hiện nội dung triết lí giáo dục của thế kỷ 21 mà UNESCO đặt ra: "Học để biết, học để làm, học để tồn tại và học để cùng chung sống" (Delors et al.,1996). ...
Quản lý hoạt động giáo dục kỹ năng sống cho học sinh là rèn cho học sinh có được những hành vi lành mạnh, giúp học sinh có kinh nghiệm trong cuộc sống và hình thành ở học sinh các giá trị văn hoá con người trong thời đại hiện nay, tạo cho học sinh nền tảng vững chắc khi chuyển qua một môi trường mới và quan hệ mới. Để có cơ sở cho các trường trung học phổ thông trên địa bàn quận Ninh Kiều, thành phố Cần Thơ đề xuất các biện pháp quản lý hoạt động giáo dục kỹ năng sống cho học sinh có tính khả thi, chúng tôi đã tiến hành đánh giá thực trạng quản lý hoạt động giáo dục kỹ năng sống cho học sinh tại 4 trường trung học phổ thông trên địa bàn quận Ninh Kiều, thành phố Cần Thơ thông qua việc khảo sát ý kiến cán bộ quản lý, giáo viên, phụ huynh và học sinh bằng phiếu hỏi theo thang đo Likert 5 mức độ. Kết quả khảo sát cho thấy, công tác quản lý hoạt động giáo dục kỹ năng sống cho học sinh trung học phổ thông trên địa bàn trong thời gian qua đã được quan tâm và đạt được nhiều kết quả nhất định; tuy nhiên, vẫn còn có những điểm tồn tại và hạn chế cần phải giải quyết, khắc phục góp phần nâng cao chất lượng giáo dục trung học phổ thông ở địa phương trong thời gian tới. Trên cơ sở đó, bài viết đề xuất 07 biện pháp nhằm góp phần nâng cao hiệu quả quản lý hoạt động giáo dục kỹ năng sống cho học sinh tại các trường trung học phổ thông quận Ninh Kiều, thành phố Cần Thơ.
... All the training sessions were highly supported by local educational authorities. In these workshops, particular emphasis was given to the participatory and negotiated curriculum development approaches [50,51], the six pillars of learning (learning to know, learning to be, learning to do, learning to live together sustainably, learning to give/share, and learning to transform oneself and society), as well as the 10Cs of transversal skills needed for 21st-century education [27,52]. The epicenter of the training was the merging of all these innovations with the embedment of SDGs in school curricula enabled by PV/DST methodologies and digital tools. ...
p>This study focuses on a training experience that took place in the academic year 2021–2022 at Gadjah Mada University in Indonesia. A hands-on workshop on ICTeEfS focusing on Participatory Video (PV) and Digital Storytelling (DST) involved 210 teachers in the creation of videos with a two-fold objective: 1) embedding SDGs in school curricula enabled by PV/DST methodologies and 2) innovating teaching methodologies by merging digital and green skills. The process of creating PV/DST videos included a 15-step methodology integrated into four interacting phases starting from planning, moving to production, and then utilization/dissemination. The PV/DST applications produced could be used as learning resources to enrich the school curricula. Uploading PV/DST to school or social media accounts was a good method to get the message out to a wider audience while empowering teachers to address SDGs. The results can be used as guiding principles for teacher educators and teachers as well as for policymakers to integrate PV/DST in teaching, learning, and curricula addressing SDGs.</p
... La autorregulación del aprendizaje se entiende como un proceso continuo que estimula y empodera a los individuos a seguir aprendiendo conocimientos, valores y habilidades a lo largo de todas las etapas del ciclo vital (Watson, 2003). El énfasis está puesto en aprender a aprender, basándose en que los estudiantes aprendan a conocer, a hacer, a vivir con otros y a ser (Delors, 1996;European Comission, 2001). En este contexto, la autorregulación del aprendizaje es una herramienta que permitiría a los sujetos continuar aprendiendo a lo largo de sus vidas gracias al desarrollo de una capacidad para planificar procesos, monitorear el desempeño mientras estos se están llevando a cabo y autoevaluar los resultados, para mejorar en futuras situaciones. ...
... How can we design meaningful education that develops the skills and competences most needed today for the future we want to create? In the mid-1990s, a UNESCO commission led by Jacques Delors (1996) proposed four pillars on which education could rest, from the perspective of a world in flux and complexity. ...
The monograph is published as part of the national project the VEGA grant 1/0033/22 Inquiry-based teaching in mathematics, sciences, and technical education. The project addressed the issue of inquiry-based education in the university preparation of primary education teachers. The benefits of inquiry-based education have been confirmed by numerous research studies, the results of which are cited in the theoretical section. However, the need to address the implementation of inquiry-based education in the preparation of future primary education teachers has been identified. Only if these future teachers experience first-hand how their preconceptions are modified in the course of inquiry-based activities, how their relationship to science and science education changes in the course of these activities, and how their inquiry competencies are modified and their scientific work skills are acquired, will they be convinced that it makes sense to apply these approaches to their own teaching practice.
On a theoretical level, the aim was to process the theoretical starting points of inquiry-based science education in natural science regarding the clarification and pointing out the important elements from the State Educational Programme (Slovak curriculum) in the educational field Human and Nature. On an empirical level, the aim was to 1. analyse teacher teaching practices from the point of view of applying inquiry competencies, 2. identify the opinions of student teachers about the inquiry approach in science education in higher education in the primary education teaching programme. In the research, a qualitative pedagogical experiment was applied, which represents one of the most demanding research strategies. Furthermore, the analysis of the inquiry competences of the teacher was carried out in topics 1. Pulley, 2. Structure and activity of the heart, 3. Classification of animals, 4. Conditions of plant growth and 5. Natural community of our school.
The monograph is primarily addressed to professionals concerned with the educational theory of primary science education. Its purpose is to contribute to knowledge in the field of inquiry- based science education in the university training of future teachers.
... At the heart of this concept is a form of knowledge that allows students to integrate literacy processes at deep levels of their personality and reality, and teachers to significantly restructure their professionalism by adopting pedagogical strategies that allow them to help their students understand "who they are and what they are" [9,8]. However, literacy is an essential human right and a real "treasure" that cannot be neglected without risking inevitably generating a whole series of collateral problems that affect individuals and, in post-disaster situations, aggravate the situation of the most vulnerable groups [10]. It is necessary to implement structured socio-educational interventions to counteract the disorientation and discomfort caused by the "losses" resulting from the traumatic event. ...
... Education should be all-inclusive where genius and slow learners both female and male learners are engaged in research and teaching. The interdisciplinary approach enhances critical thinking and co-existence to be inculcated in learners as recommended that, "education should benefit learners to; learning to learn, learning to do, learning to live together, and learning to be" (Delors, 1996 as quoted by Sanyal, 2000). Higher education should equip learners with the four basic pillars of good quality education. ...
... Closely related to the idea of postsecondary education institutions anchoring their communities is the idea of a learning city, region, community, or society (Faure et al. 1972). This was related to the idea of lifelong learning (Delors 1996;Kearns 2015;Oecd 1996;Osborne, Kearns, and Yang 2013, 409-411). While much of this literature has a humanistic and educational orientation, it also argued that the learning society is important economically in modern knowledge societies (Drucker 1996;Machlup [1962Machlup [ ] 1972 or 'knowledgeintensive capitalism' (Florida 1995, 528). ...
... The LLL concept recognises that education and training must be flexible and oriented towards a lifetime of learning, rather than a single career job. The release of the influential Delors report (Delors, 1996) brought LLL into policy discussions. Interestingly, similar critiques and tensions to ESD can be seen in LLL, with critiques as to the concept being imposed on the Global South by the West (Torres, 2004), as well as a neoliberal attempt by the state to shift the educational responsibility from itself to the individual (Orlovic Lovren & Popovic, 2018). ...
... In 1996, UNESCO (United Nations Educational, Scientific and Cultural Organization) published a document entitled "Learning: the Treasure Within; Report to UNESCO of the International Commission on Education for the Twenty-first Century" or the so-called Delors Report, in which it defined learning inside learning, that is based on four pillars (Delors and UNESCO, 1996): ...
The forms of teaching in the modern world are rapidly changing and are being upgraded, thus enabling the development of certain competencies that cannot be acquired by traditional methods used in the educational process along the entire vertical of education. For classroom teachers to include them in the educational process once they start teaching, they must first get to know them during their studies. We included 54 students of Primary School Teaching study programs at the first and second level in the research. In this paper, we analyzed students’ responses to several questions aimed at exploring their knowledge, understanding, and appreciation of the importance of incorporating flexible teaching methods into lessons for the first and second educational cycles in primary school. We also examined their experiences with implementing these methods during their teaching practice and identified the areas of flexible teaching they wish to further develop before completing their studies in Primary School.
... The Faure Report titled "Learning to Be" (Faure et al., 1972) emphasized LLL, and some twenty-five years later the Delors Report "Learning -the treasure within" (Delors et al, 1996) was again strong on LLL. It influenced the EU's "Memorandum of Lifelong Learning" (2000), and some of the follow-up EU documents" (Hinzen, 2011). ...
The article looks at global, regional, national and local dimensions in a diverse setting of the interplay of governmental, university and civil society partners. Higher education (HE) is called to support the recent discussions on the importance of adult learning and education (ALE) within lifelong learning. Therefore, during the Adult Education Academy (AEA) on international and comparative studies which met in 2024 at University of Würzburg for the 11th year as a study opportunity for PhD and Master students as well as practitioners, the authors agreed to contribute this paper to examine thematic areas related to global policy recommendations that strengthen the relationship between HE and ALE in different forms. Findings should lead to a better understanding of ALE enabling the acquisition of skills for personal fulfilment and social enlightenment. Le istituzioni di Higher education promuovono l’apprendimento e l’educazione degli adulti: esempi, esperienze, aspettative. L’articolo esamina le dimensioni globale, regionale, nazionale e locale in un contesto diversificato di interazione tra partner governativi, universitari e della società civile. L’HE è chiamata a supportare il recente dibattito sull’importanza dell’apprendimento e dell’educazione degli adulti (EA). Pertanto, durante l’Adult Education Academy (AEA) sugli studi internazionali e comparativi, riunitasi nel 2024 all’Università di Wurzburg come opportunità di studio per dottorandi, studenti e professionisti, gli autori hanno concordato di contribuire alla stesura di questo articolo con la finalità di esaminare temi relativi alle raccomandazioni delle politiche globali che rafforzano il rapporto tra HE e AE. I risultati dovrebbero portare a un migliore riconoscimento dell’AE come mezzo per l’acquisizione di competenze utili alla realizzazione personale e alla crescita sociale.
This research explains Sustainable Development (SD) and explores the significance of sustainability education in the 21 century. The research points out the potential of gamification as a tool to enhance sustainable education. By integrating game elements into learning experiences, gamification can increase student engagement, motivation, and knowledge retention. The research goes deep into the benefits of gamification in promoting sustainable behaviours, such as problem-solving, critical thinking, and collaboration. However, it also acknowledges the challenges associated with implementing gamification, such as technical infrastructure, pedagogical alignment, and the complexity of sustainability issues and suggests some simple feasible remedial measures that can be implemented. By addressing these challenges and utilizing the opportunities offered by gamification, educators can create innovative and effective learning experiences that foster a sustainable future.
Effective forms and approaches of practical training of applicants of the second (master's) level of higher education in the specialty 024 «Choreography» in the conditions of martial law are identified and theoretically substantiated in the article. The peculiarities of the remote form of practical training of recruiters as the most effective in wartime are considered. The peculiarities of the remote form of practical training of recruiters as the most effective in wartime are considered. Effective approaches in the practical training of masters have been identified: active, comprehensive, integrated, thorough development of normative documents and scientific and methodological support for practical training of applicants of the second (master's) level of higher education, a person-oriented approach. The experience of organizing and conducting scientific-pedagogical practice and pedagogical practice in institutions of professional pre-higher education by the Department of Choreography of Kharkiv National Pedagogical University named after H.S. Frying pans under martial law. It was found that in the course of the internship, the students of higher education developed professional and pedagogical skills and the skills of organizing the educational process at the Department of Choreography of the Kharkiv National Pedagogical University named after H.S. Pans using innovative and traditional methods and forms of training. The results of the theoretical material of the scientific article will enable teachers-choreographers of specialized institutions of higher and professional pre-higher education to develop and create educational, work programs, syllabi, educational and professional programs, educational and methodological complex of practical training of masters, taking into account the conditions of martial law.
The fight against land consumption and sustainable urban development is closely linked and represents the most important challenges of our time, in line with the EU’s environmental ambition. Soil sealing, one of the most important causes of its consumption, derives precisely from urban expansion. The reuse of existing urban buildings would allow us to limit the further overbuilding of interstitial and rural green spaces due to urban dispersion, implementing the protection of the soil, an essential resource for human survival. Among the actions to combat, this serious problem is shared urban regeneration which, through the recovery of degraded areas, involves the urban community in a participatory project. From this perspective, the city can be considered an open-air laboratory, an educational and relational environment for continuous learning. In this context, knowledge of one’s living space becomes crucial for conscious territoriality. In Italy, there are numerous shared planning initiatives in the territory, especially in neighbourhoods, and one could see in these spaces and participatory moments a new destination for the geographical discipline and the teaching of geography: spread knowledge of and about the territory outside conventional spaces, making this knowledge a tool for action for the shared planning of one’s living spaces, educating active and aware citizenship. This is with the aim of spreading knowledge of and about the territory outside of conventional spaces, making geographical knowledge an action tool for the shared planning of common living spaces, and educating active and aware citizenship.
With technological advancements, the Metaverse is being used to enhance learning effects and learning experience to ensure quality education. However current empirical studies have produced varying results. Therefore, a meta-analysis was executed, leveraging the capabilities of Version 3 of the Comprehensive Meta-Analysis software to effectively synthesize the data, drawing insights from 34 studies published prior to October 2024. The goal was to analyze the effects of the Metaverse on quality education, and to investigate the moderating influences of four variables: metaverse tools, educational stages, subject area, and treatment duration. The results showed that the overall effect sizes for learning effects and learning experience were .922 and 1.153, respectively, suggesting that the Metaverse substantially influences educational effects and learning experience. The four moderating variables all play a significant role in shaping the influence of the Metaverse on both learning effects and experience. This meta-analysis highlights a striking trend: the Metaverse's effects were especially pronounced for elementary and secondary school students, but less so for university students. Additionally, the Metaverse's effects were most significant in science disciplines.
The study aims to explore the challenges and impacts faced by local governments
and schools when implementing curriculum reforms, as well as the response
strategies adopted by schools. To capture the dynamic complexities introduced by the
implementation of the Curriculum Guidelines, this study employs Cultural Historical
Activity Theory as its interpretative framework. It focuses on six regular high schools
in the case-study city to probe their practical experiences and dilemmas in preparing
for these changes, serving as a reference for other regional schools undergoing
transformation. Data was gathered through interviews and document analysis from
these six high schools in the same city. The findings reveal that key factors of schools
implementing the curriculum were both a shortage of manpower and an increased sense
of workload. To strengthen local educational competitiveness, the city government has
utilized competitive action plans and enhanced local enrollment policies to promote
overall school development, boost local enrollment rates, and lay the foundation for the upcoming curriculum reform. They have also infused schools with funds and resources to enhance organizational momentum for change, ensuring schools have some leeway
to address organizational operation issues related to manpower and resource allocation
during the initial stages of school curriculum implementation. Even so, re-evaluation
of adequate manpower remains essential for the sustainable development of national
curriculum guidelines. The study concludes by offering recommendations for schools
and local education bureaus in response to national curriculum changes.
This chapter examines the critical role of education for climate change in promoting awareness, adaptability, and practical solutions to the climate crisis. It emphasizes the significance of incorporating climate change concepts into formal and informal educational systems to provide people and communities with the information, abilities, and mindsets required to handle the complex issues posed by a warming planet. It looks at how HEIs set the standard for incorporating climate change education into their research, outreach, and curriculum. The interdisciplinary nature of climate education, the advancement of sustainability literacy, and the creation of creative teaching strategies that connect scientific understanding with regional and cultural contexts are some of the major themes discussed in this chapter. The chapter also emphasizes how crucial it is to empower students as agents of change and to build alliances between HEIs, governments, and non-governmental organizations.
Education in Europe has a long historical tradition as a tool for social structuring and cultural progress. Over the centuries, the skills cultivated in schools have continuously adapted to the prevailing cultural, economic, and technological needs. From the ancient societies of Greece and Rome to the Renaissance and the Industrial Revolution, the skills integrated into education have reflected the demands of each era. However, modern Europe faces new challenges, such as digital transformation, climate change, and social inequalities, which shape the strategic direction of the European Union’s (EU) education policies. The EU recognizes the importance of education as a driver of development, not only in terms of professional adaptation but also in fostering active citizens capable of participating in society and advancing democratic processes. Education policies focus on strengthening fundamental skills, such as communication and critical thinking, while also emphasizing new, contemporary skills, such as digital and environmental competencies, to meet the demands of the 21st century. The Digital Compass 2030 initiative serves as a key tool in preparing citizens for emerging technological challenges, while the Sustainable Development Strategy promotes environmental awareness and sustainability. This study aims to examine the evolution of knowledge and skills in European education, emphasizing how modern educational strategies integrate technological and social challenges. Specifically, it highlights the significance of school years as a foundation for developing skills that foster collaboration, critical thinking, and social responsibility. This study adopts a multidimensional approach that encompasses social, economic, and environmental dimensions, identifying the role of skills in preparing students for the challenges of the future.
This qualitative study explores the experiences of seven internally displaced Syrian students (aged 14-15) learning English at a tutorial centre in Afrin, Aleppo Governorate. For data collection, the research used participants' written narratives and a subsequent online semi-structured interview. Findings reveal that students attended only face-to-face small group sessions at the tutorial centre due to financial constraints. They reported challenges in formal schooling, such as indifferent teachers, large class sizes, and disruptive peers. Participants valued the tangible benefits of English private tutoring (EPT), particularly in preparing for the high-stakes Basic Education Certificate Examination, which determines eligibility for upper secondary education. Tutoring offered targeted test preparation and effective instructional strategies. Additionally, students highlighted soft benefits, including increased self-confidence and a sense of hope amidst ongoing instability in Syria. The study identifies concerns about student absenteeism and the potential for EPT to 'supplant' rather than 'supplement' formal education. Some participants noted financial and psychological pressures on themselves and their families. The paper concludes with pedagogical implications and recommendations for future research, emphasising the critical role of EPT in the educational trajectories of displaced students in conflict-affected regions.
This study addresses motor conflict literacy from a gender perspective, which is fundamental for managing interpersonal conflicts equitably and promoting inclusive and respectful education in line with the Sustainable Development Goals (SDGs). Through an active methodology based on the simulation of motor conflicts, 34 students from the Degree in Physical Activity and Sport Sciences created and represented conflict situations in motor contexts. This intervention fostered critical reflection on the management of motor conflicts, gender equity, and peaceful coexistence. The results underscore the effectiveness of these strategies in developing socio-emotional competencies and creating inclusive and equitable educational environments. Physical education emerges as a key tool for improving school coexistence and contributing to the achievement of the SDGs, fostering the development of a more just, empathetic, and respectful citizenship.
The education of motor conducts offers an essential paradigm shift for the present and future physical sports educator, in line with the challenges posed by the Sustainable Development Goals of the 2030 Agenda. The teacher, monitor, animator, or coach must work on the integral development of each person in a motor game, promoting not only physical skills, but also emotional, social, and cognitive aspects. This chapter presents a pedagogical intervention designed to train university students in the field of physical activity and sport in the education of motor conduct through the practice of motor games. Through experimental work in the classroom, students collected, analysed, and discussed the impact of motor games on the dimensions of motor conduct, favouring the transfer of this knowledge to future educational contexts. to future educational contexts.
Aiming to establish a dialogue with modern man, who lives in a culture marked by great challenges, church documents put a great emphasis on the via pulchritudinis. The via pulchritudinis, i.e., the way of beauty, is considered to be a privileged way of achieving dialogue. Awareness of the importance of beauty, in close connection with goodness and truth, is increasingly present in the theological and the religious–pedagogical thought. One of the specific questions related to education for beauty refers to the education of a person who is called to transform his or her life into a “work of art”. This paper reflects on only one specific aspect of the issue of shaping human beauty/goodness, that is, people’s “humanity”, in connection with the challenges of increasingly complex coexistence in diversity. Globalization and migration trends, primarily by complicating life together/coexistence, pose certain challenges to man as an individual, as well as to the entire society, especially the challenge that is coexistence of different cultures and religions. Since these problems also penetrate school classrooms, education systems are expected to provide appropriate responses. The paper consists of two parts. In the theoretical part, two specific fundamental issues related to the education of a person’s “humanity” in the atmosphere of “conflict culture” are considered: the issue of comprehensive education following the ancient connection of beauty and goodness, as well as the issue of education for coexistence. The second part presents the results of the research which was carried out in the Republic of Croatia and which aimed to examine the presence of curriculum content that enables the acquisition of religious–dialogical competence, using the method of text analysis. In more exact terms, faced with the challenges that arise from a society burdened with misunderstanding, violence and hostility, often linked with a religious affiliation and worldviews, we ask ourselves the following question: to what extent is the contemporary education system in the Republic of Croatia, at the level of its curricula, open to the comprehensive development of students, especially in terms of the development of the religious–dialogical dimension, necessary for living a good and beautiful life in the modern multicultural and multireligious world? The results reveal a different, mostly insufficient, openness of the curriculum to the religious dimension of intercultural education. That is one of the reasons why the education system does not seem to be open to the development of the knowledge, attitudes and skills necessary for a harmonious and “beautiful” coexistence in modern society.
This study aims to investigate the current status and needs of continuing education for people with developmental disabilities in the metropolitan city of G. To this end, a questionnaire survey was conducted in metropolitan G during the 2022 outbreak of the novel coronavirus. The data collected from 327 people were analysed using SPSS 20.0. The results are clear: 87.5% of respondents expressed their intention to participate in continuing education programs, indicating a high level of interest in continuing education among people with developmental disabilities. The high demand for skills was cited as the main reason for participation, with a clear preference for diversity in educational programs, especially in arts and vocational skills training. These findings highlight the need to develop educational programs for people with developmental disabilities and provide implications for policy-making on continuing education for people with developmental disabilities after the end of the pandemic.
The proposal of the education of character skills in childhood has and still represents an authoritative experience within the educational landscape with particular regard to the school environment. If the proposal of character education has been so widely accepted to date, how can it be a valid support for the school even after the pandemic? In order to represent a valid support to all intents and purposes, should it maintain the traits that have distinguished it up to now or should it change in some respects? In particular, what skills should then be promoted by character education in schools after the pandemic? Starting from these problematic spaces and in order to work on a reconstruction of possible answers to the questions raised, the present contribution is articulated around three main reflexive nests: the education of character with particular regard to the proposal of character skills by James Josef Heckman; the relationship between conscientiousness (central to the discourses on character) and patience, an educational proposal centered on patience’s skills that should be promoted through character education in schools, especially at primary level, after the pandemic.
We examine the intersection of Islamic finance and environmental sustainability in a comprehensive manner. The study analyses the emergence of green sukuk and Sustainable Bonds and the evolving landscape of climate, environmental, and sustainability risks. Financial instruments such as Blue Bonds, Climate Bonds, Social Impact Sukuk, and others, as well as their unique contributions to sustainability, are discussed. The integration of sustainability principles into Islamic finance is highlighted in the paper, which promotes ethical products and responsible financial practices. It clarifies the distinctive contributions made by Islamic finance to risk management, where a range of environmentally friendly and sustainably oriented financial products are in line with financial responsibility. This includes outcomes related to sustainability as well as social impact and environmental considerations.
In this paper, we explore the features and applicability of various types of Green and Sustainable Sukuk, including Blue Bonds, Climate Bonds, Social Impact Sukuk, Sustainability Sukuk, Sustainability-linked Sukuk, and Transition Sukuk. In addition, we studied how green exchanges, indices, and funds facilitate investments in environmentally friendly projects. Stock exchange listings, green sukuk indices, and green and sustainable sukuk funds were among the topics covered.
A transition to a low-carbon economy has many policy implications, and comprehensive policy frameworks are required to support sustainability. We offer recommendations to policymakers for promoting sustainable development and reducing climate change impacts on the national, regional, and global level.
Quality is an important component for the assessment of education, including the education for all adults. Therefore, the question arises: how can such quality be enhanced, and what are potentially the influential factors in implementation? This paper reviews the process in which a group in the 2023 Adult Education Academy used a specific framework to conduct a comparative analysis of adult learning and education (ALE) among their home countries, which include Ecuador, Georgia, Kyrgyzstan, Nigeria, Portugal, and the United States. This framework focuses on three dimensions that are required for quality in ALE: participation, performance, and partnerships. Through these dimensions, this paper summarizes important ALE themes in each country and identifies similarities and differences amongst these nations. This analysis provides the foundation for the next step, which incorporates suggestions for enhancing sustainable ALE practices in these thematic areas by leveraging policy, legislation, and financing mechanisms.
A tarefa docente de promover a aprendizagem acadêmica articulada ao desenvolvimento socioemocional dos alunos, requer formação e suporte especializado. Este estudo teve como objetivo avaliar processo e resultados de uma assessoria virtual oferecida para isso. Três professoras de Ensino Fundamental foram assessoradas virtualmente a selecionar e realizar atividades em sala, avaliar as reuniões online de assessoria e os resultados de sua prática junto aos alunos. Os resultados, analisados quali e quantitativamente, evidenciaram efetividade, aceitabilidade e viabilidade do processo de assessoria online na atuação das professoras e promoção do desenvolvimento socioemocional dos alunos.
The importance of knowing ICT training and motivation -so relevant in today's society- which currently offers the first year college students, mostly in degrees in Education, focuses the object of interest in this study. The following targets have been proposed: [1] knowing what basic skills regarding initial instrumental knowledge presents the prospective teacher (aptitudes) and [2] knowing their motivation for the educational use of ICT in the classroom (attitudes). For this purpose a non-experimental descriptive quantitative methodology has been used, with a sample of subjects (N=282) of the Autonomous Region of Extremadura (Spain). The results show that new degree college students possess a basic knowledge of ICT alongside a highly positive motivation towards the use of these. However, it is worrying that they only show an instrumental and technical knowledge of computing and telematic tools implied in social environments, but not pedagogical ones. Also they are unfamiliar with the true power of social, economic, political, ethical, influence as well as the effects and problems that their misuse can generate in their future students (addictions, manipulation, consumerism, etc.). Dimensions therefore for which they are urged to be trained at University for a proper performance as future professionals in education.
Apesar do maior acesso ao ensino superior por estudantes com dislexia, sua permanência se dá de modo mais ou menos dificultoso, dependendo do nível de entendimento sobre sua condição e dos recursos inclusivos que são ofertados pela instituição que faz parte. Gerenciar os desafios e exigências pertinentes a universidade pode ser uma tarefa percebida como difícil no processo de adaptação; as atribulações da vida acadêmica podem repercutir negativamente nas emoções dos estudantes com dislexia. Diante disso, objetivou-se desmistificar a dislexia na universidade, bem como discutir teoricamente acerca das questões relacionadas à inclusão e educação emocional. Metodologicamente, trata-se de um ensaio teórico à luz da literatura atualizada e de documentos legais, técnicos e científicos. O texto está organizado em quatro seções: i) breve panorama histórico da dislexia; ii) ingresso do estudante com dislexia na universidade: caminhos e descaminhos rumo à inclusão; iii) educação emocional na universidade: uma aliada para mitigar os efeitos da dislexia; e iv) considerações finais. Neste trabalho observou-se que as instituições de ensino superior devem ser espaços de aprendizagem e desenvolvimento que integrem programas e serviços de inclusão para aos estudantes com dislexia. Entende-se que para garantir a inclusão e a igualdade de oportunidades, é fundamental se adotar diversos modelos de atuação, em função de condições específicas e situações concretas. Também se constatou que a educação emocional é uma importante aliada para mitigar os efeitos negativos da dislexia na universidade.
This book chapter examines critically the concept of Education 4.0, intersection of technologies, and the social learning theory of Albert Bandura, highlighting the need for successful alignment between instructors and learners to achieve effective knowledge transfer. Moreover, the discussion extends to the challenges and opportunities presented by hybrid and blended learning approaches pre-to-post Covid-19, emphasising the importance of readiness and pedagogical scaffolding for both educators and learners alike. Drawing on experiential learning theories, we suggest that individual environment experiences shape students’ awareness of new digital experiences. A shift in mindset from transactional to transformational engagement in (HEI) contexts is required to constructively realign the focus on creating engaging and purposeful digital learning experiences. Crucially, issues around the misalignment that can occur in digital transformation within higher education institutions, suggest a need for a more nuanced approach that goes beyond task-oriented actions.
Debates on the nuanced humanistic and diplomatic motives of international scholarship schemes are gaining traction. Diplomatically, these scholarships serve as instruments of “soft power,” enabling host states to influence foreign public opinion. Humanistically, they reflect the host country’s commitment to “aid through higher education” to address global disparities. This study examines the role of higher education in this context, focusing on the impact of the International Cooperation and Development Fund (ICDF) scholarship on alumni’s career trajectories, institution transfers, network formation, social engagement, and Taiwan’s global visibility. Utilising an opinion-leader model, this retrospective research collected data from interviews with Latin American alumni in emerging leadership roles within governments or educational institutions and with faculty and executives from a prestigious university. The findings underscore the adoption of Taiwan-inspired practices by alumni in leadership positions as evidence of diplomatic influence. Graduates’ employability is linked to diplomatic ties, with their applied knowledge addressing social issues in their home countries. The study concludes that scholarships extend beyond mere soft power, serving as vehicles for knowledge diplomacy and fostering humanistic outcomes. This perspective transcends a simplistic binary view, offering a comprehensive understanding of international scholarship programmes and highlighting the intricate interplay between humanistic and diplomatic contributions.
This scoping review examines the development and application of sustainability competence frameworks in secondary education worldwide, identifying key trends and challenges in the field. An initial pool of 2659 peer-reviewed publications from 2003 to 2023 were subjected to a rigorous, multi-stage screening process, resulting in a refined selection for in-depth analysis. Through qualitative clustering, the review identifies two primary perspectives on sustainability competencies. The first perspective emphasizes transversal competencies, applicable across diverse educational contexts, including national policies, global educational guidelines, various subject areas, and innovative teaching and learning approaches. The second perspective focuses on specific frameworks that address the cognitive, affective, and behavioral dimensions of sustainability. The review highlights a global consensus on the importance of key competencies such as critical thinking, systems thinking, and action competence, which are essential for preparing secondary students to address sustainability challenges. Additionally, it underscores the need for a holistic approach to competence development that integrates cognitive, affective, and behavioral components. Despite this consensus, the review identifies a research bias, with a predominance of studies from Europe, particularly Germany and Sweden, and calls for increased regional diversity and collaboration in future research.
International Journal of Life Skills Education (2394-630X) Vol.8, No.2, July 2022.
The twenty-first century has accompanied an era of rapid advancements in technology, globalisation, and transforming socioeconomic dynamics, making it challenging for conventional educational systems to keep up with the demand for practical life skills. Life skills acquisition and proficiency are necessary for personal development, adaptability, and success in an ever-evolving society. Traditional educational approaches frequently fail to provide learners with the dynamic and practical life skills required to navigate the complexity of modern life. This study investigates the notion of heutagogy-driven lifelong learning ecosystems as a possible method to address this quandary and describes the key components of such ecosystems to examine their influence on skill development using deductive thematic analysis. Heutagogy emphasises self-determined learning and places learners at the core of the educational process. It allows individuals to take charge of their learning journey by emphasising learner autonomy, self-direction, and lifelong learning. Individuals can foster crucial life skills throughout their lives by envisioning and designing lifelong learning ecosystems inspired by heutagogy. The potential for it to develop leadership, initiative, flexibility, adaptability, and accountability skills is highlighted in this paper. In today's connected world, heutagogical ecosystems promote collaboration and cross-cultural engagement. Lifelong learning ecosystems based on heutagogy have the potential to provide individuals with critical life skills, assisting them to flourish in a constantly evolving world. Managing the underlying issues and enabling fair access to such ecosystems are critical steps towards a more flexible and skilled society.
Business schools have a responsibility for educating global citizens capable of understanding and addressing the major societal challenges of the 21st century. However, working on complex societal problems within business school curricula remains a challenge. This teaching brief presents a learning project that helps instructors introduce systems‐thinking skills into the classroom to address complex problems of sustainability. The project involves students studying an issue of their choice within one of the 17 UN Sustainable Development Goals and designing a multi‐stakeholder strategy to both alleviate problem symptoms and address their underlying causes and drivers. Analysis of student evaluations and feedback show that the project engages students and favors systems‐thinking skill acquisition. The project can be run either online or in the classroom, individually, in small teams, or with an entire class. It can be used by instructors for sustainable development, corporate social responsibility, and systems‐thinking classes, or be run as a capstone activity.
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