Methodological orientations and strategies for professors to promote integrated learning of civic competence¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article offers ten methodological orientations and twelve methodological strategies for professors promoting civic and social competence through integrated learning. Orientations include giving "a central role to the reflection and critical thinking of students", contextualizing learning, and implementing formative assessment. Strategies include reflective journals, reflective group dialog, interviewing experts, analysis of cases, self- and peer evaluation using rubrics, inquiry as research, and the didactic use of cognitive confrontation or conflict.

Design Implications¶

Context¶

Requirements¶

• Methodological and didactic coordination between professors; activation of curriculum, assessment, institutional flexibilization, and teacher training

Constraints¶

• Orientations must be applied in consonance with the sociocultural context

Target Learners¶

• university students

Target Learning Goals¶

• civic and social competence
• transferability of theoretical content to real-world situations

Related Strategies¶

• Recommendations for university leaders, professors, staff, and students to foster civic learning across the three levels
• Provide institutional support to enable relationship-building in critical service-learning
• Use real-world problems, open-ended class discussions, and inquiry-oriented experiments as higher order thinking strategies

Examples¶

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Key Sources¶

• Naval, C.; Villacís, J.L.; Ibarrola-García, S. (2022). The Transversality of Civic Learning as the Basis for Development in the University. Educ. Sci. 2022, 12, 240. https://doi.org/10.3390/educsci12040240