Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli

N. 2 (2023)

Not cognitive skills for master students. Reflective practice and pedagogical reflections

DOI
https://doi.org/10.3280/erp2-2023oa15908
Inviata
18 maggio 2023
Pubblicato
25-07-2023

Abstract

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. 

Riferimenti bibliografici

  1. Arzarello, F., Chiappini, G. P., Lemut, E., Malara, N., & Pellerey, M. (2019). Learning programming as a cognitive apprenticeship through conflicts. In Cognitive Models and Intelligent Environments for Learning Programming (pp. 284-298). Springer Berlin Heidelberg.
  2. Bastos, S. M., Silva, M. M., & Caggiano, V. (2021). University Students' Perceptions on E-Learning: Cross-Study in Portugal and Italy. Cypriot Journal of Educational Sciences, 16(5), pp. 2324-2335.
  3. Botke, J. A., Jansen, P. G., Khapova, S. N., & Tims, M. (2018). Work factors influencing the transfer stages of soft skills training: A literature review. Educational Research Review, 24, pp. 130-147.
  4. Broccoli, A. (2022). Between public and private. The family system in the face of the pandemic emergency. LA FAMIGLIA, 56(266), pp. 23-32.
  5. Caggiano, V., & Ragusa, A. (2022). Leadership and Emotions Lessons from Sant’Ignazio de Loyola and Martha Naussbaum. Studi sulla Formazione/Open Journal of Education, 25(2), pp. 123-130.
  6. CNOS-FAP. Competenze strategiche. https://www.competenzestrategiche.it/ (ver.15.01.2023).
  7. Dierksmeier, C. (2015). Human dignity and the business of business. Human Systems Management, 34(1), pp. 33-42.
  8. EC-European Commission, Directorate-General for Employment, Social Affairs and Inclusion(2019). Transferability of skills across economic sectors: role and importance for employment at European level. Publications Office. https://data.europa.eu/doi/10.2767/40404 ver. 15.01.2023.
  9. Eizaguirre, A., Alcaniz, L., & García-Feijoo, M. (2020). How to develop the humanistic dimension in business and management higher education?. Virtuous Cycles in HumanisticManagement, pp. 3-20.
  10. Gardner, H. (2002). Good work. When excellence and ethics meet. New York, NY: Basic Books.
  11. Grządziel, D. (2014). Educare il carattere. Per una pratica educativa teoricamente fondata. Roma: LAS.
  12. Heckman, J. J., Humphries, J. E., & Kautz, T. (Eds.). (2014).The myth of achievement tests: The GED and the role of character in American life. Chicago, IL: University of Chicago Press
  13. Kuhl, J. (2000). A functional-design approach to motivation and self-regulation: The dynamics of personality systems interactions. In Boekaerts et al. (Eds.), Handbook of self-regulation (pp. 111-169). San Diego, CA: Academic Press.
  14. O’Connor, C., & Michaels, S. (2007). When is dialogue ‘dialogic’?. Human Development, 50(5), pp. 2.
  15. OECD, Definition and Selection of Competencies. Theoretical and Conceptual Foundations (DeSeCo), Paris, Oecd, 2003. Pp. 75-285. Les compétences trasversales en question. Paris: ESF. Raccomandazione 2018/C189/01 del Consiglio Europeo, 22 maggio 2018. https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=CELEX:32018H0604(01) (ver. 15.01.2023).
  16. Pellerey, M. (2023). On competences, and in particular on personal competences often called soft skills: their role in the world of work. Form@ re-Open Journal per la formazione in rete, 23(1), pp. 5-20.
  17. Pirson, M. (2017). Humanistic management: Protecting dignity and promoting well-being. Cambridge University Press.
  18. Ragusa, A., Caggiano, V., Trigueros Ramos, R., González-Bernal, J. J., Gentil-Gutiérrez, A., Bastos, S. A. M. C., ... & Santamaría-Peláez, M. (2022). High Education and University Teaching and Learning Processes: Soft Skills. International Journal of Environmental Research and Public Health, 19(17), 10699.
  19. Savickas, M.L., &Porfeli, E.J. (2012) Career Adapt-Abilities Scale: Construction, Reliability and Measurement Equivalence across 13 Countries. Journal of Vocational Behaviour, 80, pp. 661-673. Doi: 10.1016/j.jvb.2012.01.012 (ver. 15.01.2023).
  20. Tucciarelli, M. (2014). Coaching e sviluppo delle soft skills. Brescia: La Scuola.
  21. Whitmore, J. (2003). Coaching. Milano: Sperling& Kupfer.
  22. WORLD ECONOMIC FORUM, New Vision for Education. Unlocking the Potential of Technology, 2020 http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2020.pdf.

Metriche

Caricamento metriche ...