Learning to learn in universities 4.0. Human Obsolescence and short-term change
Abstract The 4th Industrial Revolution has modified the model of society worldwide. Short-term change has taken hold of everyday life, and people who do not cope with it become obsolete. Under this scenario, the life and work of the university graduates became fickle since their near future grows in uncertainty. Thus, we aimed to shed light on human optimization pathways from Higher Education in the knowledge-based society and economy, which made possible a new industry. In this line, we conducted an analysis underpinned by critical hermeneutics from educational policy proposals, research findings, and analytical philosophy. After analyzing the context, the person, and the learning needs, we offered a clearer idea of the universities 4.0, where the ‘learning to learn’ meta-competence appears to be a key factor for working and living well. This meta-competence may lead to enable human optimization and overcome human obsolescence in a way in which people be increasingly valuable to invest their values in their communities. This paper includes some guidelines for Higher Education institutions to enhance organization and curriculum, according to the new model of society and the human conditions. The ideal of well-being, of what is better or convenient, is left to a necessarily subjective discussion, although not lacking in reasoned criteria for each moment and circumstance.
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Giddens, A. (1990). Consequences of Modernity. Polity Press.
Gozálvez, V., Romero-Rodríguez, L. M. y Larrea-Oña, C. (2019). Twitter y opinión pública. Una perspectiva crítica para un horizonte educativo. Revista Española de Pedagogía, 77(274), 403-419. https://doi.org/10.22550/REP77-3-2019-04
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Kokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
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Morin, E. (1990). On Complexity. Hampton Press.
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Nussbaum, M. C. (2009). Frontiers of Justice. Harvard University Press.
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Ortega y Gasset, J. (1966). Obras completes, Vol. I. Revista de Occidente.
Phillips, F., Yu, C.-Y., Hameed, T., & El Akhdary, M. A. (2017). The knowledge society’s origins and current trajectory. International Journal of Innovation Studies, 1(3), 175-191. https://doi.org/10.1016/j.ijis.2017.08.001
Rawson, M. (2000). Learning to Learn: More than a skill set. Studies in Higher Education, 25(2), 225-238. https://doi.org/10.1080/713696137
Rikap, C. (2017). The Differentiated Market-University Structural Differences among University’s Commodification Processes. In J. Huisman & M. Tight (Eds.), Theory & Method in Higher Education Research (pp. 179-196). Emerald Publishing Ltd.
Säfström, C. A. (2018). Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5), 621-630.
Santos-Rego, M. A., Lorenzo, M. y Sotelino, A. (2017). Aprendizaje-Servicio y misión cívica de la universidad: una propuesta de desarrollo. Octaedro.
Secundo, G., Perez, S. E., Martinaitis, Ž. & Leitner, K. H. (2017). An Intellectual Capital framework to measure universities' third mission activities. Technological Forecasting and Social Change, 123(1), 229-239. https://doi.org/10.1016/j.techfore.2016.12.013
Seidl, D. (2016). Organizational Identity and Self-Transformation. Routledge.
Sen, A. (1999). Development as freedom. Anchor Books.
Sennett, R. (2007). The Culture of the New Capitalism. Yale University Press.
Sotelino Losada, A., Santos Rego, M. A. y Lorenzo Moledo, M. M. (2016). Aprender y servir en la Universidad: una vía cívica al desarrollo educativo. Teoría de la Educación. Revista Interuniversitaria, 28(2), 225-248. http://dx.doi.org/10.14201/teoredu282225248
Sun, Z., Xie, K. & Anderman, L. H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53. https://doi.org/10.1016/j.iheduc.2017.09.003
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The World Bank. (2016). World Development Report 2016. Digital Dividends. International Bank for Reconstruction and Development, The World Bank.
Vaughan-Whitehead, D. (Ed.) (2016). Europe’s Disappearing Middle Class? Evidence from the World of Work. Edward Elgar Publishing.
Virtanen, A. & Tynjälä, P. (2019). Factors explaining the learning of generic skills: a study of university students’ experiences. Teaching in Higher Education, 24(7), 880-894. https://doi.org/10.1080/13562517.2018.1515195
Von Bertalanffy, L. (1968). General System Theory. George Braziller.
Wall, K. & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403-418. https://doi.org/10.1080/02619768.2016.1212834
Watzlawick, P. (1984). The Invented Reality. How Do We Know What We Believe We Know? Contributions to Constructivism. W. W. Norton & Company.
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Yurén, T. (1995). Eticidad, valores sociales y educación. Universidad Pedagógica Nacional.
Zilvinskis, J. (2019). Measuring quality in high-impact practices. Higher Education, 78(4), 687-709. https://doi.org/10.1007/s10734-019-00365-9
Aristotle (2015). Ética a Nicómaco. Alianza Editorial.
Bauman, Z. (2000). Liquid modernity. Blackwell.
Beck, U. (1992). Risk Society. Towards a New Modernity. SAGE Publications Ltd.
Deakin Crick, R., Stringher, C., & Ren, K. (Eds.) (2014). Learning to learn. Routledge.
Demartini, C. & Benussi, L. (2017). Do Web 4.0 and Industry 4.0 Imply Education X.0? IT Professional, 19(3), 4-7. https://doi.org/10.1109/MITP.2017.47
Dewey, J. (2002). Human Nature and Conduct. Courier Corporation.
Echols, D. G., Neely, P. W. & Dusick, D. (2018). Understanding faculty training in competency?based curriculum development. The Journal of Competency-Based Education, 3(2), 1-9. https://doi.org/10.1002/cbe2.1162
Ellahi, R. M., Ali Khan, M. U. & Shah, A. (2019). Redesigning Curriculum in line with Industry 4.0. Procedia Computer Science, 151, 699-708. https://doi.org/10.1016/j.procs.2019.04.093
Espada, M., Navia, J. A., Rocu, P. & Gómez-López, M. (2020). Development of the learning to learn competence in the university context: flipped classroom or traditional method? Research in Learning Technology, 28, 1-11. https://doi.org/10.25304/rlt.v28.2251
European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. https://bit.ly/2DwOEin
Ferrater Mora, J. (1958). Diccionario de Filosofía. Alianza Editorial. (6ª Ed.).
Fromm, E. (1984). Fear of Freedom. Routledge.
García-García, F. J. y Pérez-Pérez, C. (2019). Socios o clientes: educación para la participación ciudadana en el Tercer Sector. Educatio Siglo XXI, 37(1), 41-54. http://doi.org/10.6018/educatio.363371
García-García, F. J., López-Torrijo, M., y Gozálvez, V. (2019). Educación inclusiva para la ciudadanía europea: el doble itinerario. Aula Abierta, 48(2), 175-182. https://doi.org/10.17811/rifie.48.2.2019.175-182
Gargallo López, B. (Coord.) (2017). Enseñanza centrada en el aprendizaje y diseño por competencias en la universidad. Fundamentación, procedimientos y evidencias de aplicación e investigación. Tirant Humanidades.
Gargallo López, B., Campos, C. & Almerich, G. (2016). Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement. Culture and Education, 28(4), 1-40. https://doi.org/10.1080/11356405.2016.1230293
Gargallo López, B., Pérez-Pérez, C., García-García, F. J., Giménez Beut, J. A. y Portillo Poblador, N. (2020). La competencia aprender a aprender en la universidad: propuesta de modelo teórico. Educación XX1, 23(1), 19-44. https://doi.org/10.5944/educXX1.23367
Giddens, A. (1990). Consequences of Modernity. Polity Press.
Gozálvez, V., Romero-Rodríguez, L. M. y Larrea-Oña, C. (2019). Twitter y opinión pública. Una perspectiva crítica para un horizonte educativo. Revista Española de Pedagogía, 77(274), 403-419. https://doi.org/10.22550/REP77-3-2019-04
Hardt, M. & Negri, A. (2004). Multitude: War and Democracy in the Age of Empire. Penguin Press.
Ibáñez-Martín, J. A. y Fuentes, J. L. (Coords.) (2017). Educación y capacidades. Hacia un nuevo enfoque del desarrollo humano. Dykinson.
International Labour Organization. (2012). From precarious work to decent work. International Labour Organization.
Kalleberg, A. L. (2009). Precarious Work, Insecure Workers: Employment Relations in Transition. American Sociological Review, 74(1), 1-22. https://doi.org/10.1177/000312240907400101
Kant, I. (1996). The Metaphysics of Morals. Cambridge University Press.
Kelly, A. P. & Columbus, R. (2016). Innovate and evaluate: Expanding the research based for competency? based education. Center for Higher Education Reform.
Kokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lapteva, A. V. & Efimov, V. S. (2016). New Generation of Universities. University 4.0. Journal of Siberian Federal University. Humanities & Social Sciences, 11, 2681-2696. https://doi.org/10.17516/1997-1370-2016-9-11-2681-2696
Luhman, N. (1986). The Autopoiesis of Social Systems. In F. Geyer & J. V. der Zeuwen (Eds.), Sociocybernetic Paradoxes: Observation, Control and Evolution of Self-Steering Systems (pp. 172-192). SAGE Publications Ltd.
Marín Ibáñez, R. (1999). La educación en la sociedad informatizada del siglo XXI. En A. Bernal-Guerrero (Ed.), I Jornadas Pedagógicas de la Persona. Identidad personal y educación (pp. 15-39). Universidad de Sevilla.
Morin, E. (1990). On Complexity. Hampton Press.
Muñoz-San Roque, I., Martín-Alonso, J. F., Prieto-Navarro, L. y Urosa-Sanz, B. (2016). Autopercepción del nivel de desarrollo de la competencia de aprender a aprender en el contexto universitario: propuesta de un instrumento de evaluación. Revista de Investigación Educativa, 34(2), 369-383. https://doi.org/10.6018/rie.34.2.235881
Nussbaum, M. C. (2009). Frontiers of Justice. Harvard University Press.
OECD (2017). Understanding the socio-economic divide in Europe. 26 January 2017. https://bit.ly/2VRuzNl
Ortega y Gasset, J. (1966). Obras completes, Vol. I. Revista de Occidente.
Phillips, F., Yu, C.-Y., Hameed, T., & El Akhdary, M. A. (2017). The knowledge society’s origins and current trajectory. International Journal of Innovation Studies, 1(3), 175-191. https://doi.org/10.1016/j.ijis.2017.08.001
Rawson, M. (2000). Learning to Learn: More than a skill set. Studies in Higher Education, 25(2), 225-238. https://doi.org/10.1080/713696137
Rikap, C. (2017). The Differentiated Market-University Structural Differences among University’s Commodification Processes. In J. Huisman & M. Tight (Eds.), Theory & Method in Higher Education Research (pp. 179-196). Emerald Publishing Ltd.
Säfström, C. A. (2018). Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5), 621-630.
Santos-Rego, M. A., Lorenzo, M. y Sotelino, A. (2017). Aprendizaje-Servicio y misión cívica de la universidad: una propuesta de desarrollo. Octaedro.
Secundo, G., Perez, S. E., Martinaitis, Ž. & Leitner, K. H. (2017). An Intellectual Capital framework to measure universities' third mission activities. Technological Forecasting and Social Change, 123(1), 229-239. https://doi.org/10.1016/j.techfore.2016.12.013
Seidl, D. (2016). Organizational Identity and Self-Transformation. Routledge.
Sen, A. (1999). Development as freedom. Anchor Books.
Sennett, R. (2007). The Culture of the New Capitalism. Yale University Press.
Sotelino Losada, A., Santos Rego, M. A. y Lorenzo Moledo, M. M. (2016). Aprender y servir en la Universidad: una vía cívica al desarrollo educativo. Teoría de la Educación. Revista Interuniversitaria, 28(2), 225-248. http://dx.doi.org/10.14201/teoredu282225248
Sun, Z., Xie, K. & Anderman, L. H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53. https://doi.org/10.1016/j.iheduc.2017.09.003
Tavares, O. & Sin, C. (2018). The Visible Hand of the Market in European Higher Education Policies. In C. Sin, O. Tavares, S. Cardoso, & M. J. Rosa (Eds.), European Higher Education and the Internal Market. Tensions Between European Policy and National Sovereignty (pp. 363-377). Palgrave Macmillan.
The World Bank. (2016). World Development Report 2016. Digital Dividends. International Bank for Reconstruction and Development, The World Bank.
Vaughan-Whitehead, D. (Ed.) (2016). Europe’s Disappearing Middle Class? Evidence from the World of Work. Edward Elgar Publishing.
Virtanen, A. & Tynjälä, P. (2019). Factors explaining the learning of generic skills: a study of university students’ experiences. Teaching in Higher Education, 24(7), 880-894. https://doi.org/10.1080/13562517.2018.1515195
Von Bertalanffy, L. (1968). General System Theory. George Braziller.
Wall, K. & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403-418. https://doi.org/10.1080/02619768.2016.1212834
Watzlawick, P. (1984). The Invented Reality. How Do We Know What We Believe We Know? Contributions to Constructivism. W. W. Norton & Company.
Winanti, Gaol, F. L., Napitupulu, T. A., Soeparno, H. & Trisetyarso, A. (2018). Learning Framework in the Industrial Age 4.0 in Higher Education. 2018 Indonesian Association for Pattern Recognition International Conference (INAPR), Jakarta, Indonesia. https://doi.org/10.1109/INAPR.2018.8627039
Yurén, T. (1995). Eticidad, valores sociales y educación. Universidad Pedagógica Nacional.
Zilvinskis, J. (2019). Measuring quality in high-impact practices. Higher Education, 78(4), 687-709. https://doi.org/10.1007/s10734-019-00365-9
García-García, F. J., Moctezuma-Ramírez, E. E., & Yurén, T. (2020). Learning to learn in universities 4.0. Human Obsolescence and short-term change. Teoría De La Educación. Revista Interuniversitaria, 33(1), 221–241. https://doi.org/10.14201/teri.23548
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