Integrated Learning (IL): a philosophy linking subject contents to real-world issues to promote civic competence transversally¶

Theory · All theories
Evidence · 3 claims (2 for, 1 against) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Integrated Learning is proposed as a way of educating students and promoting civic competence at informal and non-formal levels. The article states that "IL is aimed is to teach and learn different types of knowledge by establishing links between them, making attitudes more flexible, and applying knowledge to the real world". It is not a method but "a philosophy, an attitude or state of mind" toward complex reality. Unlike explicit civic instruction, IL connects subject contents to real-world issues, fostering critical thinking, dialogue, teamwork, and community participation, and requires reflective habits and metacognition from students.

Design Implications¶

Context¶

Requirements¶

• Students must make connections between classroom events and theoretical content; professors need orientations and methodological strategies promoting IL; coordination with non-academic organizations for networking

Constraints¶

• Repeating memorized content and applying it without responding to significant real-world issues does not favor integrated learning

Target Learners¶

• undergraduate university students

Target Learning Objectives¶

• civic competence
• critical thinking
• integrative thinking
• community participation

Claims¶

• A specific civic education subject provides valuable knowledge but is insufficient on its own to develop civic competence [+W]
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation [+M]
• Traditional student participation mechanisms in Spain have been shown to be inefficient for promoting civic commitment [-W]

Related Theories¶

• Three levels of educational influence for civic learning in the university: formal, informal, and non-formal
• Citizenship competence comprises three interrelated components: civic knowledge, civic skills, and civic dispositions or virtues
• Pragmatism and Progressivism (Educational Philosophy)

Examples¶

• Recommendations for university leaders, professors, staff, and students to foster civic learning across the three levels
• Methodological orientations and strategies for professors to promote integrated learning of civic competence
• Interdisciplinary Societal Dilemma Units

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