Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education
Okada, Alexandra (The Open University (Milton Keynes, Regne Unit))
Panselinas, Giorgos (Hellenic Open University (Patras, Grècia))
Bizoi, Mihai (Valahia University of Târgoviște (Rumania))
Malagrida, Rosina (Institut Germans Trias i Pujol. Institut de Recerca de la Sida IrsiCaixa)
Torres, Patricia Lupion (Pontificia Católica Universidade do Paraná (Brasil))

Data:	2024
Resum:	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.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Open schooling ; CARE-KNOW-DO framework ; Transversal skills ; Teaching competencies ; Cross-national study
Publicat a:	Sustainability, Vol. 16 Núm. 7 (april 2024) , p. 2794, ISSN 2071-1050

DOI: 10.3390/su16072794

26 p, 2.4 MB

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Documents de recerca > Documents dels grups de recerca de la UAB > Centres i grups de recerca (producció científica) > Ciències de la salut i biociències > Institut d'Investigació en Ciencies de la Salut Germans Trias i Pujol (IGTP)
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