Pedagogical concept for target groups in teacher training and vocational education

EU pending approval

This deliverable provides a comprehensive analysis of the latest approaches to didactical concepts, learning strategies and curricular implementations to efficiently address the development of competences in the field of computational thinking (CT), entrepreneurship education (EE) and green skills (GS), the three core competence pillars of the ComeThinkAgain project. Constructionism has emerged as a pivotal learning approach for integrating CT, EE and GS into interdisciplinary education. By emphasizing active learning, hands-on experimentation, and collaborative strategies, constructionist methods effectively foster skill development across these domains, addressing both theoretical understanding and practical application needs.

The curricular implementation of CT, EE and GS is still challenging. The findings emerging from this deliverable show that there is no uniform approach in countries across Europe and the implementation differs according to countries as well as competence area. Most popularly, these competences are either integrated in other subjects e.g., mathematics for CT, economics for EE and natural sciences for GS, or incorporated as cross-curricular topics or as stand-alone subjects. Moreover from September to December 2024 we conducted nine co-creation workshops with nearly 100 participants from academia, industry and government. The workshops aimed to give important insights concerning CT, EE and GS competences, training methods, assessment and curricula implementation. The findings of these workshops represent a crucial component of this deliverable. The workshops emphasized the important role of interactive and practice-oriented learning approaches. Methods such as design thinking, project-based learning and simulation games emerged as powerful tools for fostering in-depth learning and competence application. Additionally, the workshop served to revise the original competence list derived from D2.1 and competences which are not yet or only partly covered by our original list but emerged from the co-creation workshops as relevant were identified. Our analysis in this document will serves as a linking point for Task 2.4., the development of the learning modules within the CTA-CETS.