Thematic alignment across micro-credentials, active learning and sustainability competences
| Micro-credentials | Active learning | Sustainability competences (GreenComp) | Thematic alignments |
|---|---|---|---|
| Skills-orientatedCompetence-based approach | Developing skills and competencesHigher-order thinkingCritical thinking and problem-solvingConstruction of new knowledge | AdaptabilityCritical thinkingExploratory thinkingFutures literacySystems thinking | Skills and competences |
| Learner-centredFlexibility and pathways | ReflectionLearner-centredExploration of attitudes and valuesEducator as a guide | Individual initiativeValuing sustainability | Personal growth |
| Cooperation with external stakeholders | Collaboration or interaction with othersConnection with society | Collective actionPolitical agency | Collaboration |
| Real-life scenariosSocietal, personal, cultural or labour market needsShort-term learning experience | Relevant and meaningful | Problem framingSupporting fairnessPromoting nature | Relevance |
| Micro-credentials | Active learning | Sustainability competences (GreenComp) | Thematic alignments |
|---|---|---|---|
| Skills-orientatedCompetence-based approach | Developing skills and competencesHigher-order thinkingCritical thinking and problem-solvingConstruction of new knowledge | AdaptabilityCritical thinkingExploratory thinkingFutures literacySystems thinking | Skills and competences |
| Learner-centredFlexibility and pathways | ReflectionLearner-centredExploration of attitudes and valuesEducator as a guide | Individual initiativeValuing sustainability | Personal growth |
| Cooperation with external stakeholders | Collaboration or interaction with othersConnection with society | Collective actionPolitical agency | Collaboration |
| Real-life scenariosSocietal, personal, cultural or labour market needsShort-term learning experience | Relevant and meaningful | Problem framingSupporting fairnessPromoting nature | Relevance |