The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to…
The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills.
Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework.
The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills.
The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications.
The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world.
The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.
Design thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of…
Design thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of entrepreneurial skills when inserted into the educational system. This research aimed to analyze studies about DT related to the entrepreneurial mindset in international journals over a period of ten years (2009–2019). Entrepreneurial education has been a constant in academic debates as well as practices and methodologies to apply this education, and such context has moved educational institutions to adopt practices and initiatives focused on the theme.
The tool used in the present study was the bibliometric database of the Web of Science through the words “Design Thinking” (DT) and “Entrepreneurial Education”. The research is characterized as descriptive and quantitative, and 146 publications were investigated in the period from 2009 to 2019, in the respective database.
The study also highlighted the new generation of young students forcing a change in education with an approach centered on the individual. Speech does not prevail in the teachers but in the students, and the teacher educator starts to collaborate for this new educational demand with didactics relevant to the world in this way preparing these young people and delivering society to critical, proactive and participatory individuals.
In the course of the study, we observed practices and examples of schools and universities that have adapted ways to allow new interactions in the school environment by promoting and encouraging innovative education.