Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Valeria Caggiano, Antonio Ragusa
Anno di pubblicazione 2023 Fascicolo 2023/2
Lingua Inglese Numero pagine 13 P. 86-98 Dimensione file 0 KB
DOI 10.3280/erp2-2023oa15908
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più
clicca qui
FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche
The forum highlighted the set of 10 skills considered most valuable for qualified professionals in the 21st century, such as soft skills, transversal skills, personal skills and the like. a broad semiological spectrum of human skills that always involve two elements: acting and relating. Non-cognitive skills are not only a way of responding more effectively to the current needs of the world of work, but can become the basis on which people’s social-ethical training can be founded, so that they are able to cope with the complexity of the future, its unknowns and the uncertainties that accompany everyone’s life. Analysing the existing literature, the term non-cognitive skills is identified by favouring a multidisciplinary approach and enriched by international research evidence. The contribution consists of empirical research with master’s students, whose data show students’ interest in learning non-cognitive skills. Pedagogical reflections suggest attention in the design of educational programmes in higher education.
The forum highlighted the set of 10 skills considered most valuable for qualified professionals in the 21st century, such as soft skills, transversal skills, personal skills and the like. a broad semiological spectrum of human skills that always involve two elements: acting and relating. Non-cognitive skills are not only a way of responding more effectively to the current needs of the world of work, but can become the basis on which people’s social-ethical training can be founded, so that they are able to cope with the complexity of the future, its unknowns and the uncertainties that accompany everyone’s life. Analysing the existing literature, the term non-cognitive skills is identified by favouring a multidisciplinary approach and enriched by international research evidence. The contribution consists of empirical research with master’s students, whose data show students’ interest in learning non-cognitive skills. Pedagogical reflections suggest attention in the design of educational programmes in higher education.
Parole chiave:; non-cognitive skills; master students; education; curriculum
Valeria Caggiano, Antonio Ragusa, Not cognitive skills for master students. Reflective practice and pedagogical reflections in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2023, pp 86-98, DOI: 10.3280/erp2-2023oa15908