https://hdl.handle.net/20.500.11984/1146 2026-04-04T11:01:22Z https://hdl.handle.net/20.500.11984/13997 EAEko Derrigorrezko Bigarren Hezkuntzako curriculumaren aukerak eta hutsuneak diseinu konpetentzien garapenean STEM hezkuntzaren testuinguruan Guridi Bikuña, Amaia; Bilbao, Ainara; Alvarez-Huerta, Paula Ikerlan honetan, Euskal Autonomia Erkidegoko (EAE) Derrigorrezko Bigarren Hezkuntzako curriculumak, STEM hezkuntzaren testuinguruan, Rusmann eta Ejsing-Duun autoreen (2022) markoan definitutako diseinu konpetentziak garatzeko eskaintzen dituen aukerak aztertu dira. Diseinu konpetentziak, diseinu-prozesuen bidez, arazo konplexuak identifikatu eta horiei aurre egiteko behar diren gaitasunak, ezagutzak eta trebetasunak dira. 77/2023 Dekretuak zehaztutako Curriculumak hainbat aukera eskaintzen dituela ondorioztatu da, hala nola, enpatia, modelaketa eta prozesuen kudeaketari dagokienez. Hala ere, hutsuneak ere identifikatu dira, batez ere, arazoen definizioan eta ideaziorako estrategietan. Etorkizunera begira, EAEko ikasleen diseinu konpetentziak neurtzea, eta azterlan honekin alderatzea proposatzen da, ikerlerro honekin jarraitzeko.; This study explores the possibilities presented by the secondary education curriculum in the Basque Autonomous Community for developing design competences in the context of STEM education, based on the framework defined by Rusmann and Ejsing-Dunn (2022). Design competences refer to the skills, knowledge, and abilities necessary to identify and address complex problems through design processes. The findings indicate that the curriculum defined by Decree 77/2023 offers several opportunities, such as in empathy, modeling, and process management. However, gaps have also been identified, particularly in problem definition and ideation strategies. In order to continue this line of research, it is proposed to measure the design competences of Basque Autonomous Community students to compere with the findings of this study. 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/13951 QualityLink: a new Interoperable Architecture for Exchanging Quality Data on Learning Opportunities Mongelos, Arantza The QualityLink project focuses on aggregating basic descriptions and quality indicators on learning opportunities leading to micro-credentials. Currently, such data is often hidden completely or not published in interoperable formats. With the increasingly diverse landscape of learning opportunities, both potential learners and other stakeholders, such as employers or recognition officers, need reliable and open data to inform their choices and decisions. The project proposed a technical architecture that allows higher education institutions and other data providers to easily publish relevant data using existing widespread data standards (e.g. ELM, OOAPI, Edu-API, OCCAPI). Through a standardised data discovery mechanism, this data can then be aggregated Europe-wide. The QualityLink will test the proposed technical specifications and launch a pilot data portal. 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/13950 Quality Link: The Standards and Quality Criteria for Learning Opportunities, Leading to Micro-Credentials Mongelos, Arantza QualityLink is an Erasmus+ project which focuses on aggregating quality indicators on learning opportunities leading to micro-credentials. The QualityLink project expert group set out the list of possible quality domains and indicators for the courses leading to micro-credentials, and the partner institutions addressed the students or lifelong and other stakeholders (teachers, course designers, university program leaders and other university staff, employers, etc) for their feedback to validate the indicators and their importance. The short abstract indicates the micro-credential quality domains and provides a glimpse into the survey results. The complete survey and project results are to be presented at the conference. 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.11984/13949 From Classroom to Community: Student Civic Engagement for Future Skills Learning Gago, Mónica; Martinez-Gorrotxategi, Agurtzane; Urizar, Ane Civic participation is a multidisciplinary concept that refers to the active involvement of individuals in community initiatives. It encompasses voluntary actions aimed at collective well-being (Cnaan and Park, 2016; Guthrie, 1995 [1994]) and social transformation. Such activities also generate benefits for the individuals involved in them. Civic engagement encompasses various forms of civic involvement, such as electoral participation, membership in organisations, volunteering and collective action (Adler and Goggin, 2005; Warren, Sulaiman & Jaafar, 2014), but beyond mere participation, this concept reflects a concern for others and leads to action for the common good. At the university level, research has analysed the role of higher education institutions in promoting civic engagement. In addition to the academic and professional training traditionally associated with the concept of student engagement, universities should prepare students for active citizenship in democratic societies (Fellner et al., 2022) and should foster student civic engagement. We agree with Adler and Goggin (2005) that the latter focuses on collaborations between students and organisations within and outside the (higher) educational context with the aim of supporting others and serving the community. It is essential that universities foster critical thinking, cooperation and empathy, forming individuals capable of acting with equity and social justice and facilitating the development of civic responsibility and democratic values - human rights, respect and social inclusion. Student participation and civic engagement are linked to the development of competences that strengthen a participatory culture (Almond & Verba, 1963; Burns, Schlozman, & Verba, 2001; Verba & Nie, 1972, cited in Melkumyan, Pavlyutkin & Prutskova, 2015) through collaborative activities between universities and community entities. In this context, universities should design pedagogical activities that cultivate civic competences essential for active participation and civic engagement. Examples of such activities include service-learning and volunteering, which link academic education with practical experiences of social impact. These and other activities offer space for experiential learning and the development of competences that include but also transcend civic competences: the authors argue that these are learning settings for important Future Skills that allow individuals to successfully act in emerging contexts (Ehlers, 2020). However, in order to enhance awareness and visibility for these Future Skills, it is necessary to establish spaces and tools for reflection. For this reason, an international initiative has started to develop a competence framework and a reflection guideline for Future Skills learning in student participation and civic engagement. The research is based on a systematic literature review on the topic, a thorough analysis of existing frameworks and complemented by several student and experts focus groups. The methodology as well as the first findings and the competence framework will be presented. 2025-01-01T00:00:00Z