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 socialethical 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.

Caggiano, V., Ragusa, A. (2023). Not cognitive skills for master students. Reflective practice and pedagogical reflections. EDUCATIONAL REFLECTIVE PRACTICES(2), 21-42.

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

Valeria Caggiano
;
Antonio Ragusa
2023-01-01

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 socialethical 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.
2023
Caggiano, V., Ragusa, A. (2023). Not cognitive skills for master students. Reflective practice and pedagogical reflections. EDUCATIONAL REFLECTIVE PRACTICES(2), 21-42.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/440519
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