34c47f547cfeb4899c753a5b7c6644a9 302140.pdf 82128f473b282bab5293b48ae783e621165c3367 302140.pdf fb1983a90089e5a93ab829b2e81ab4a1c2ea1de0d8a0cdba17ca30b44edbe5ac 302140.pdf Title: Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education Subject: This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education. Keywords: open schooling; CARE-KNOW-DO framework; transversal skills; teaching competencies; cross-national study Author: Alexandra Okada, Giorgos Panselinas, Mihai Bizoi, Rosina Malagrida and Patricia Lupion Torres Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Thu Apr 4 16:16:54 2024 CEST ModDate: Thu Apr 4 16:35:29 2024 CEST Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 26 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 2543230 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- JOSHEH+VnURWPalladioL Type 1 Custom yes yes yes 10 0 LPZTCD+URWPalladioL-Bold Type 1 Custom yes yes yes 16 0 DVFJPG+URWPalladioL-Roma Type 1 Custom yes yes yes 22 0 EVTNAT+URWPalladioL-Ital Type 1 Custom yes yes yes 27 0 IZBVAO+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 43 0 PQOYDU+CMSY10 Type 1 Builtin yes yes yes 70 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 78 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 86 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 90 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 94 0 WNKSLF+ArialMT TrueType WinAnsi yes yes yes 98 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 119 0 XRUYZD+SymbolMT CID TrueType Identity-H yes yes yes 127 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 135 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 139 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 143 0 WNKSLF+ArialMT TrueType WinAnsi yes yes yes 147 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 162 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 170 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 174 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 178 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 193 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 201 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 205 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 209 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 237 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 245 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 249 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 253 0 PKXHRT+PalatinoLinotype-Roman CID TrueType Identity-H yes yes yes 278 0 LMXJNB+PalatinoLinotype-Italic TrueType WinAnsi yes yes yes 286 0 DKANFR+PalatinoLinotype-Bold TrueType WinAnsi yes yes yes 290 0 WFMXLF+PalatinoLinotype-Roman TrueType WinAnsi yes yes yes 294 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2024-11-12 02:44:26 CET RepresentationInformation: 302140.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2024-11-11 10:35:48 CET Size: 2543230 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 583 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Transversal Skills in the Context of Open Schooling Destination: section.2 Children: Item: Title: What Is Open Schooling? Destination: subsection.2.1 Item: Title: The CARE-KNOW-DO Framework Destination: subsection.2.2 Item: Title: Research Questions Destination: subsection.2.3 Item: Title: Methodology: Mixed-Methods Study Destination: section.3 Children: Item: Title: Open-Schooling Resources Underpinned by CARE-KNOW-DO Destination: subsection.3.1 Item: Title: Participants’ Profiles Destination: subsection.3.2 Item: Title: Procedures Destination: subsection.3.3 Item: Title: Research Instruments Destination: subsection.3.4 Item: Title: Findings Destination: section.4 Children: Item: Title: RQ1 Students’ Views about Their Learning Experience with Open Schooling Destination: subsection.4.1 Item: Title: RQ2. Teachers’ Views on Challenges and Drivers of Open-Schooling Practices Destination: subsection.4.2 Item: Title: Discussion Destination: section.5 Item: Title: Final Remarks Destination: section.6 Item: Title: Appendix A Destination: appendix.A. Item: Title: Appendix B Destination: appendix.B. Item: Title: References Destination: appendix.C. Info: Title: Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education Author: Alexandra Okada, Giorgos Panselinas, Mihai Bizoi, Rosina Malagrida and Patricia Lupion Torres Subject: This large cross-national study investigates the development of transversal skills in the context of open schooling an educational approach integrating schools, universities, and communities to address real-world challenges through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030 quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education. 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