Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education

Alexandra Okada (), Giorgos Panselinas, Mihai Bizoi, Rosina Malagrida and Patricia Lupion Torres
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Alexandra Okada: Faculty of Wellbeing, Education & Language Studies, The Open University, Milton Keynes MK7 6AA, UK
Giorgos Panselinas: School of Humanities, Hellenic Open University, 263 35 Patras, Greece
Mihai Bizoi: Faculty of Electrical Engineering, Electronics and Information Technology, Valahia University of Târgoviște, Aleea Sinaia 13, 130004 Targoviste, Romania
Rosina Malagrida: Living Lab for Health, IrsiCaixa, IGTP, 08916 Badalona, Spain
Patricia Lupion Torres: School of Education and Humanities, Pontificia Católica Universidade do Paraná, Curitiba 80215-030, Brazil

Sustainability, 2024, vol. 16, issue 7, 1-26

Abstract: This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education.

Keywords: open schooling; CARE-KNOW-DO framework; transversal skills; teaching competencies; cross-national study (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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