Learning based on social challenges in higher education: pedagogical experiences in Portugal and Spain

Abstract

As a professional training institution, the University must assume a strong commitment to society, including a critical approach to sustainable development, social justice, and inclusiveness. The purpose of this article is to describe, analyze, and reflect on the usage of initial training models focused on learning based on social challenges from three experiences of higher education innovation at the universities of Coimbra, Oporto, and Autónoma de Madrid. The experiences are divided into three categories: context, educational program, and assessment, which were analyzed in terms of inclusiveness, social justice, and sustainable development. The strengths demonstrate the academic and solidarity-civic formative value for participants and receivers, while the weaknesses point to a lack of systematic and collaborative reflection procedures dedicated to societal challenges for a training with a critical approach and an ethical perspective.