Young people's education on future relevant themes in OPEDUCA is defined as active-, inquiry-, problem- and community based learning.
The vision on learning underlying the OPEDUCA-concept proposes to build on students’ active involvement, learning inquiry-, problem- as well as community-based, youngsters enabled to learn anytime, anyplace, with anybody and through any device (Eussen, 2008).
Each OPEDUCA-instrument first sees to a mental activation of the student, to be understood as an ‘awakening’ for development in an involved way. Considering an active state of mind important for effective learning was obviously a shared notion, yet interpretations differ.
In OPEDUCA Inquiry Based Learning is based on the ongoing research- and question driven learning process of pupils and students. A process starting out from their identification and basic study of future relevant themes.
The Inquiry Based Learning process directly intertwines with the aspect 'real life learning' and 'community based learning' as students for a larger part and eventually most of the time thoroughly study a theme in all its aspects, taking in facts, practise and experience from outside their school and textbooks.
Inquiry Based Learning in OPEDUCA is incorporated to its full extent in the 'Flight for Knowledge' Program Element.
The art of Problem Based Learning lies in the application of involved guidance, not teaching or lecturing. As introduced and reported on from practice, each OPEDUCA-instrument has aspects of Problem Based Learning as a pedagogy, however ‘Problem-based’ primarily refers to the authenticity and relevance of themes and elements studied.
In OPEDUCA embed their learning in the community. They explore, inquiry and draw on sources within their reach in their own habitat. A learning that goes beyond projects in welfare or care-taking: Community Based Learning in OPEDUCA is about seeking and using all the possible sources of knowledge and experience the community offers. Thereto pupils and students actively participating in the community, but their activities are driven by their learning demand and based on intrinsic motivation.
Examples include transforming the “lesson” into common inquiry; adapting education to student‐driven learning over teacher‐delivered content; and promoting problem‐based and project‐based activities that require collaboration
(UNESCO, Futures of Education 2021).
Activity Based Learning
Inquiry Based Learning
Problem Based Learning
Community Based Learning
Real Life Learning
What is understood as '21st Century Skill', 'ESD Competences', 'Deep Learning' and other contemporary (innovative) priorities is integrated in the baseline of OPEDUCA
(Global) Citizenship Education