Citizenship skills and university teaching. From course design to learning outcomes

Abstract

This contribution provides a critical assessment of the epistemological and methodological foundations of citizenship education, as well as of the design, implementation and some initial results of curricular courses in higher education, which offer initial training to professionals in the fields of pedagogy and education. Also in a context of distance learning, a teaching method centered on the proposal of practical activities, on formative evaluation, as well as on self-evaluation and critical reflection on the student's own learning process, was put in place. This method seems to contribute to students’ development, integrating cultural and professional skills with listening and mediation skills, an ability to be proactive in a context of constraints, a sense of belonging to the group, and the enhancement of diversity being understood as a wealth.