La competencia aprender a aprender en la universidad. La perspectiva de los empleadores

  1. Riquelme Soto, Verónica 1
  2. Gargallo López, Bernardo 1
  3. Sahuquillo Mateo, Piedad 1
  4. López-Francés, Inmaculada 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Year of publication: 2022

Volume: 20

Issue: 2

Type: Article

DOI: 10.4995/REDU.2022.16572 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDU: Revista de Docencia Universitaria

Abstract

The incorporation of the competency-based approach in the European Higher Education Area implied a change in the educational paradigm, going from models teacher-centered to models student-centered and learning-centered. In this framework, ‘Learning to learn’ is one of the key competences proposed by the European Commission. This competence is linked to cognitive and metacognitive processes, self-regulation, lifelong learning, social cohesion and to the knowledge society. Its inclusion in educational systems needs a well-articulated and comprehensive theoretical model. In this sense, the objective of this work is to contrast the theoretical model elaborated by the GIPU-EA team, around the articulation of the “learning to learn” competence, taking into account the opinion of different key informants, employers, from three large areas of knowledge –Health Sciences, Education Sciences and Engineering– using focus groups technique. The subjects in these groups answered an open question about this competence. Their interventions were transcribed and processed with Atlas. ti to carry out content analysis. The results confirmed the relevance of the five dimensions of the model: cognitive, metacognitive, affective-motivational, socio-relational, and ethical.

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