The use of appropriate transversal skills in the learning process – basis for stability and democracy

Summary

Students developed key competences such as civic participation and cooperation, enhancing their ability to collaborate effectively within democratic processes. Teachers, in turn, gained new knowledge and skills to successfully integrate transversal competences into their teaching. The project’s outcomes extended beyond the initial participants, inspiring other students and teachers to engage in volunteer activities. As a result, volunteer teams established a school urban garden and designed a structured volunteer programme tailored to their school community.

“New knowledge, skills and competences are the foundation of stability and democracy.”

Topic(s) addressed

Civic participation and cooperation to enhance learners' collaboration in democratic processes.

Target group(s) 

• Students from 7th to 12th classes
• Teachers at school and other local educational institutions
• 120 in total

Methodologies used

The project introduced innovation through a variety of methodologies, particularly multidisciplinary approaches that fostered the development of key competences, knowledge, skills, and attitudes. During the student group mobility activity in Portugal, 10 participants collaborated with peers from a local school, focusing on cross-disciplinary skills such as civic participation and cooperation, which support active involvement

in democratic processes. In another group mobility activity to Greece, eight participants attended classes that explored the role of charity in addressing current social challenges. They discussed the importance of donation campaigns, when they are most needed, and how they contribute to community wellbeing.

Innovation Environment

The project introduced innovative teaching and learning approaches that had not previously been implemented or fully developed within the school. It marked a significant step forward in fostering student participation in civic initiatives and charity events. This innovation laid the foundation for students to engage as volunteers in the creation of the school’s urban garden and to contribute to the development of a three-year school volunteer programme. As a result, the project has helped establish a more positive school climate and encouraged the sustainable use of resources across the entire institution. It also strengthened interdisciplinary cooperation by addressing both environmental and social issues, reinforcing the school’s commitment to holistic and values-based education.

Teachers’ role

The project activities were designed for both students and teachers, with objectives successfully achieved for both groups. Teachers took part in mobility activities to partner schools - travelling to Spain to explore the integration of cross-curricular skills in cultural subjects, and to Ireland to focus on cross-curricular approaches in natural sciences, mathematics, and economics. Upon returning to Latvia, each subject stream developed proposals for incorporating these insights into the national curriculum and collaborated with students to co-create new learning modules. Teachers acted as innovators, driving the acquisition of new skills, knowledge, and competences among students through their enhanced teaching practices.

Impact and output

The project results had a direct and lasting impact on both the participants and the wider school community. One group of students developed the model “Our Youth Organisation: Its Tasks and Role in Promoting Democratic Processes”, while another group created “Our Charity Organisation: Its Tasks and Role in Promoting Democratic Processes”. Both models are now being implemented as part of the school’s long-term strategy. Following the project, several activities continue to thrive, including the creation of the school’s urban garden and the establishment of a dedicated volunteer work programme. These initiatives are now being expanded to involve parents and members of the local community. Notably, two students from low-income families also participated in the project, ensuring inclusiveness and equal access to opportunities.

Learn more about the project

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