PEDAGOGICAL APPROACHES IN NON-FORMAL EDUCATION
An interactive overview of how SOLIDAR+ members design and implement learning to foster participation, inclusion and social justice
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the EACEA. Neither the European Union nor the granting authority can be held responsible for them.
EXPERIENTIAL & PROBLEM-BASED LEARNING
TRAINING WITH ACTIVE PARTICIPATION
TRANSFORMATIVE LEARNING
POPULAR EDUCATION
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
COMPETENCY- BASED LEARNING
STUDY CIRCLES
ARTISTIC & CIVIC EDUCATION
Center for Peace Studies (CPS) - Croatia
TRANSFORMATIVE LEARNING
Transformative learning is a tool to build more just societies by empowering those in vulnerable situations and helping those in advantageous position to understand inequalities, question dominant systems, and take an active role in social transformation.
Example
Educational Objectives
Tools & Resources
Definition & Main Features
Emphasises the use of critical thinking Questions the status quo Supports deep changes in individuals' understanding of the world
Participatory activities adapted to context Reflective exercisesGroup discussions
Higher level thinkingAffective learningCompetency development
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Center for Peace Studies (CPS) - Croatia
TRANSFORMATIVE LEARNING
Transformative learning is a tool to build more just societies by empowering those in vulnerable situations and helping those in advantageous position to understand inequalities, question dominant systems, and take an active role in social transformation.
Example
KEEP IN MIND...
Flexible target group
Builds critical thinking & self-awareness Can be emotionally demanding Needs safe spaces and skilled facilitators Slow process with long-term impact
Institute for Social Integration (ISI) - Bulgaria
EXPERIENTIAL & PROBLEM-BASED LEARNING
Experiential and problem-based learning are learner-centred approaches that emphasise learning through direct experience, critical reflection, and active engagement with real-world problems.
Example
Definition & Features
Educational Objectives
Tools & Resources
Learning by doing & critical reflectionReal-life experiences & problemsReflection-based learning cycle
Practical skills & lifelong learning abilities Active engagement Long-term retention of knowledge
Case studies & real problemsStructured guides & resourcesHands-on & creative materials
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Institute for Social Integration (ISI) - Bulgaria
EXPERIENTIAL & PROBLEM-BASED LEARNING
Experiential and problem-based learning are learner-centred approaches that emphasise learning through direct experience, critical reflection, and active engagement with real-world problems.
Example
A VARIETY OF MATERIALS...
Flexible target group
Structured learning materials Multimedia resources Hands-on & experiential tools
Centres d’Entraînement aux Méthodes d’Education Active (CEMÉA) - France
POPULAR EDUCATION
Rooted in the tradition of éducation nouvelle since the 1920s, popular education has long been central to CEMÉA’s work and its commitment to fostering critical thinking. This approach starts from participants’ experiences and questions, supporting them to reflect, develop their own perspectives, and engage in collective inquiry.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Flexible & adaptable to the activityUses games and “making” to engage learners
Active participationValues learners' experiences and collective intelligencePromotes inclusion
Self-confidenceAbility to express opinionsCollective learning
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Centres d’Entraînement aux Méthodes d’Education Active (CEMÉA) - France
POPULAR EDUCATION
Rooted in the tradition of éducation nouvelle since the 1920s, popular education has long been central to CEMÉA’s work and its commitment to fostering critical thinking. This approach starts from participants’ experiences and questions, supporting them to reflect, develop their own perspectives, and engage in collective inquiry.
Example
KEEP IN MIND...
Flexible target group
Departs from experiential knowledge & collective intelligence Encourages ownership
Center for Labour Rights (CLR) - Albania
TRAINING WITH ACTIVE PARTICIPATION
This approach is used to empower different groups by strengthening their ability to engage in advocacy, social dialogue, and labour rights processes. It supports CLR’s work in promoting social justice and aligns with Albania’s European integration priorities, ensuring that participants are equipped to respond to evolving labour policies and contribute to a more active and informed workforce.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Learner-centred & process-oriented methodologyInteractive & participatory methods Emphasises direct engagement, inclusivity & knowledge-sharing
Practical skills & active engagement Strengthens action on labour issues Supports participation in trade unions
Diverse learning materials & facilitation toolsExperienced trainers Flexible curricula
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Center for Labour Rights (CLR) - Albania
TRAINING WITH ACTIVE PARTICIPATION
This approach is used to empower different groups by strengthening their ability to engage in advocacy, social dialogue, and labour rights processes. It supports CLR’s work in promoting social justice and aligns with Albania’s European integration priorities, ensuring that participants are equipped to respond to evolving labour policies and contribute to a more active and informed workforce.
Example
KEEP IN MIND...
Flexible target group - focused on developing mobilisation and representation competences
Collaboration & networking Labour action capacity Requires time, planning, and expert facilitation
International Federation of Workers’ Education Associations (IFWEA) - South Africa
Example 1
Arbetarnas Bildningsförbund (ABF), Sweden
Example 2
STUDY CIRCLES
This approach aligns closely with IFWEA’s mission to promote a democratic labour movement and voluntary education grounded in solidarity, equality, and social justice. IFWEA continues to adapt and innovate this approach by integrating new learning methods and platforms, including online formats (such as study circles). This enables affiliates and partners to strengthen democratic organisations, build alliances, and actively engage in social dialogue.
The study circle is a foundation of popular education and social movements in Sweden, originating in the early 20th century as an alternative form of learning. It remains highly relevant today and promotes collective learning. In this context, it is often described as a “school of democracy”.
Definition & Main Features
Educational Objectives
Tools & Resources
Diverse learning resources & facilitation tools Digital and physical tools Training of trainers programmes
Fosters democratic culture & awarenessLearner-driven method Self-organised
Collective learning Critical reflection Collaboration & facilitation skills
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International Federation of Workers’ Education Associations (IFWEA) - South Africa
Example 1
Arbetarnas Bildningsförbund (ABF), Sweden
Example 2
STUDY CIRCLES
This approach aligns closely with IFWEA’s mission to promote a democratic labour movement and voluntary education grounded in solidarity, equality, and social justice. IFWEA continues to adapt and innovate this approach by integrating new learning methods and platforms, including online formats (such as study circles). This enables affiliates and partners to strengthen democratic organisations, build alliances, and actively engage in social dialogue.
The study circle is a foundation of popular education and social movements in Sweden, originating in the early 20th century as an alternative form of learning. It remains highly relevant today and promotes collective learning. In this context, it is often described as a “school of democracy”.
KEEP IN MIND...
Flexible target group
Resource-efficient Accessible & adaptable Fosters democratic culture Requires long-term commitment & engagement
La Liga Española de la Educación de Utilidad Publica (La Liga Española) - Spain
COMPETENCY-BASED LEARNING
This approach is used to prepare participants to better face existing challenges and improve skills and adaptability.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Practical & context-based skills Customisation & active learning Continuous assessment
Diverse learning materials Digital & collaborative tools Practical application through projects & assessments
Autonomy & employability Transversal skills Lifelong learning
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La Liga Española de la Educación de Utilidad Publica (La Liga Española) - Spain
COMPETENCY-BASED LEARNING
This approach is used to prepare participants to better face existing challenges and improve skills and adaptability.
Example
KEEP IN MIND...
Flexible target group
Technical & personal skills relevant to employment & everyday life Resource-intensive approach Risk of resistance to change Complexity of measuring outcomes
La Ligue de l'enseignement (La Ligue) - France
ARTISTIC & CIVIC EDUCATION
This approach aligns with the organisation’s mission to promote democracy, equality, and social justice. It addresses discrimination through active participation, allowing educational values to be experienced in practice. It fosters civic responsibility from an early age and supports educators in engaging in shared reflection and learning processes alongside participants.
Example
Tools & Resources
Definition & Main Features
Educational Objectives
Creativity, dialogue & collective action for inclusion Critical reflection & empathy Democratic participation & shared responsibility
Critical awareness Empathy, emotional literacy & creative skills Active citizenship & culture of peace
Creative visual materials Tools for reflection & facilitation Outreach resources
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La Ligue de l'enseignement (La Ligue) - France
ARTISTIC & CIVIC EDUCATION
This approach aligns with the organisation’s mission to promote democracy, equality, and social justice. It addresses discrimination through active participation, allowing educational values to be experienced in practice. It fosters civic responsibility from an early age and supports educators in engaging in shared reflection and learning processes alongside participants.
Example
KEEP IN MIND...
Developed for the youth but suitable for different age groups
Improved self-confidence & sense of agency Time intensive preparation & facilitation Balance between freedom of expression & ethical boundaries Emotionally demanding
Asamblea de Cooperación por la Paz (ACCP) - Spain
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
This approach aligns with ACPP's mission to defend public education as a pillar of equality and social justice, and to promote education as a form of political action for structural transformation. It supports the organisation’s key priorities, including peacebuilding, the fight against discrimination and hate speech, gender equality, and the right to quality public education for all. It also brings a Global South perspective and a rights-based, decolonial lens into European educational and community contexts. At the same time, it strengthens the role of educators and communities as active agents and provides a coherent framework to address intersectional issues such as feminism, anti-racism, LGBTQIA+ rights, and environmental justice.
Example 1
Educational Objectives
Definition & Main Features
Tools & Resources
Linking local realities to global inequalities Critical & engaged citizenship Participatory & community-based approach
Critical thinking & political literacy Global citizenship competences Interculturality & equality
Flexible & creative resources for experiential learning Facilitation for safe & critically engaged learning spaces
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Asamblea de Cooperación por la Paz (ACCP) - Spain
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
This approach aligns with ACPP's mission to defend public education as a pillar of equality and social justice, and to promote education as a form of political action for structural transformation. It supports the organisation’s key priorities, including peacebuilding, the fight against discrimination and hate speech, gender equality, and the right to quality public education for all. It also brings a Global South perspective and a rights-based, decolonial lens into European educational and community contexts. At the same time, it strengthens the role of educators and communities as active agents and provides a coherent framework to address intersectional issues such as feminism, anti-racism, LGBTQIA+ rights, and environmental justice.
Example 2
KEEP IN MIND...
Education as a political act Socio-affective & experiential learning Participatory & dialogical methodologies Rooted in local contexts Intersectional perspective Digital & media literacy
The target group includes children and youth, as well as adult educators, social workers, and community leaders, grounded in a community-engaged approach
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Discover more about SOLIDAR+ and its members working in non-formal education
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the EACEA. Neither the European Union nor the granting authority can be held responsible for them.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant.
A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities.
It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression.
It also promotes active citizenship and democratic participation, and a culture of peace.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
PEDAGOGICAL APPROACHES IN NON-FORMAL EDUCATION
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Transcript
PEDAGOGICAL APPROACHES IN NON-FORMAL EDUCATION
An interactive overview of how SOLIDAR+ members design and implement learning to foster participation, inclusion and social justice
Start
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the EACEA. Neither the European Union nor the granting authority can be held responsible for them.
EXPERIENTIAL & PROBLEM-BASED LEARNING
TRAINING WITH ACTIVE PARTICIPATION
TRANSFORMATIVE LEARNING
POPULAR EDUCATION
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
COMPETENCY- BASED LEARNING
STUDY CIRCLES
ARTISTIC & CIVIC EDUCATION
Center for Peace Studies (CPS) - Croatia
TRANSFORMATIVE LEARNING
Transformative learning is a tool to build more just societies by empowering those in vulnerable situations and helping those in advantageous position to understand inequalities, question dominant systems, and take an active role in social transformation.
Example
Educational Objectives
Tools & Resources
Definition & Main Features
Emphasises the use of critical thinking Questions the status quo Supports deep changes in individuals' understanding of the world
Participatory activities adapted to context Reflective exercisesGroup discussions
Higher level thinkingAffective learningCompetency development
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Center for Peace Studies (CPS) - Croatia
TRANSFORMATIVE LEARNING
Transformative learning is a tool to build more just societies by empowering those in vulnerable situations and helping those in advantageous position to understand inequalities, question dominant systems, and take an active role in social transformation.
Example
KEEP IN MIND...
Flexible target group
Builds critical thinking & self-awareness Can be emotionally demanding Needs safe spaces and skilled facilitators Slow process with long-term impact
Institute for Social Integration (ISI) - Bulgaria
EXPERIENTIAL & PROBLEM-BASED LEARNING
Experiential and problem-based learning are learner-centred approaches that emphasise learning through direct experience, critical reflection, and active engagement with real-world problems.
Example
Definition & Features
Educational Objectives
Tools & Resources
Learning by doing & critical reflectionReal-life experiences & problemsReflection-based learning cycle
Practical skills & lifelong learning abilities Active engagement Long-term retention of knowledge
Case studies & real problemsStructured guides & resourcesHands-on & creative materials
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Institute for Social Integration (ISI) - Bulgaria
EXPERIENTIAL & PROBLEM-BASED LEARNING
Experiential and problem-based learning are learner-centred approaches that emphasise learning through direct experience, critical reflection, and active engagement with real-world problems.
Example
A VARIETY OF MATERIALS...
Flexible target group
Structured learning materials Multimedia resources Hands-on & experiential tools
Centres d’Entraînement aux Méthodes d’Education Active (CEMÉA) - France
POPULAR EDUCATION
Rooted in the tradition of éducation nouvelle since the 1920s, popular education has long been central to CEMÉA’s work and its commitment to fostering critical thinking. This approach starts from participants’ experiences and questions, supporting them to reflect, develop their own perspectives, and engage in collective inquiry.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Flexible & adaptable to the activityUses games and “making” to engage learners
Active participationValues learners' experiences and collective intelligencePromotes inclusion
Self-confidenceAbility to express opinionsCollective learning
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Centres d’Entraînement aux Méthodes d’Education Active (CEMÉA) - France
POPULAR EDUCATION
Rooted in the tradition of éducation nouvelle since the 1920s, popular education has long been central to CEMÉA’s work and its commitment to fostering critical thinking. This approach starts from participants’ experiences and questions, supporting them to reflect, develop their own perspectives, and engage in collective inquiry.
Example
KEEP IN MIND...
Flexible target group
Departs from experiential knowledge & collective intelligence Encourages ownership
Center for Labour Rights (CLR) - Albania
TRAINING WITH ACTIVE PARTICIPATION
This approach is used to empower different groups by strengthening their ability to engage in advocacy, social dialogue, and labour rights processes. It supports CLR’s work in promoting social justice and aligns with Albania’s European integration priorities, ensuring that participants are equipped to respond to evolving labour policies and contribute to a more active and informed workforce.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Learner-centred & process-oriented methodologyInteractive & participatory methods Emphasises direct engagement, inclusivity & knowledge-sharing
Practical skills & active engagement Strengthens action on labour issues Supports participation in trade unions
Diverse learning materials & facilitation toolsExperienced trainers Flexible curricula
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Center for Labour Rights (CLR) - Albania
TRAINING WITH ACTIVE PARTICIPATION
This approach is used to empower different groups by strengthening their ability to engage in advocacy, social dialogue, and labour rights processes. It supports CLR’s work in promoting social justice and aligns with Albania’s European integration priorities, ensuring that participants are equipped to respond to evolving labour policies and contribute to a more active and informed workforce.
Example
KEEP IN MIND...
Flexible target group - focused on developing mobilisation and representation competences
Collaboration & networking Labour action capacity Requires time, planning, and expert facilitation
International Federation of Workers’ Education Associations (IFWEA) - South Africa
Example 1
Arbetarnas Bildningsförbund (ABF), Sweden
Example 2
STUDY CIRCLES
This approach aligns closely with IFWEA’s mission to promote a democratic labour movement and voluntary education grounded in solidarity, equality, and social justice. IFWEA continues to adapt and innovate this approach by integrating new learning methods and platforms, including online formats (such as study circles). This enables affiliates and partners to strengthen democratic organisations, build alliances, and actively engage in social dialogue.
The study circle is a foundation of popular education and social movements in Sweden, originating in the early 20th century as an alternative form of learning. It remains highly relevant today and promotes collective learning. In this context, it is often described as a “school of democracy”.
Definition & Main Features
Educational Objectives
Tools & Resources
Diverse learning resources & facilitation tools Digital and physical tools Training of trainers programmes
Fosters democratic culture & awarenessLearner-driven method Self-organised
Collective learning Critical reflection Collaboration & facilitation skills
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International Federation of Workers’ Education Associations (IFWEA) - South Africa
Example 1
Arbetarnas Bildningsförbund (ABF), Sweden
Example 2
STUDY CIRCLES
This approach aligns closely with IFWEA’s mission to promote a democratic labour movement and voluntary education grounded in solidarity, equality, and social justice. IFWEA continues to adapt and innovate this approach by integrating new learning methods and platforms, including online formats (such as study circles). This enables affiliates and partners to strengthen democratic organisations, build alliances, and actively engage in social dialogue.
The study circle is a foundation of popular education and social movements in Sweden, originating in the early 20th century as an alternative form of learning. It remains highly relevant today and promotes collective learning. In this context, it is often described as a “school of democracy”.
KEEP IN MIND...
Flexible target group
Resource-efficient Accessible & adaptable Fosters democratic culture Requires long-term commitment & engagement
La Liga Española de la Educación de Utilidad Publica (La Liga Española) - Spain
COMPETENCY-BASED LEARNING
This approach is used to prepare participants to better face existing challenges and improve skills and adaptability.
Example
Definition & Main Features
Educational Objectives
Tools & Resources
Practical & context-based skills Customisation & active learning Continuous assessment
Diverse learning materials Digital & collaborative tools Practical application through projects & assessments
Autonomy & employability Transversal skills Lifelong learning
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La Liga Española de la Educación de Utilidad Publica (La Liga Española) - Spain
COMPETENCY-BASED LEARNING
This approach is used to prepare participants to better face existing challenges and improve skills and adaptability.
Example
KEEP IN MIND...
Flexible target group
Technical & personal skills relevant to employment & everyday life Resource-intensive approach Risk of resistance to change Complexity of measuring outcomes
La Ligue de l'enseignement (La Ligue) - France
ARTISTIC & CIVIC EDUCATION
This approach aligns with the organisation’s mission to promote democracy, equality, and social justice. It addresses discrimination through active participation, allowing educational values to be experienced in practice. It fosters civic responsibility from an early age and supports educators in engaging in shared reflection and learning processes alongside participants.
Example
Tools & Resources
Definition & Main Features
Educational Objectives
Creativity, dialogue & collective action for inclusion Critical reflection & empathy Democratic participation & shared responsibility
Critical awareness Empathy, emotional literacy & creative skills Active citizenship & culture of peace
Creative visual materials Tools for reflection & facilitation Outreach resources
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La Ligue de l'enseignement (La Ligue) - France
ARTISTIC & CIVIC EDUCATION
This approach aligns with the organisation’s mission to promote democracy, equality, and social justice. It addresses discrimination through active participation, allowing educational values to be experienced in practice. It fosters civic responsibility from an early age and supports educators in engaging in shared reflection and learning processes alongside participants.
Example
KEEP IN MIND...
Developed for the youth but suitable for different age groups
Improved self-confidence & sense of agency Time intensive preparation & facilitation Balance between freedom of expression & ethical boundaries Emotionally demanding
Asamblea de Cooperación por la Paz (ACCP) - Spain
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
This approach aligns with ACPP's mission to defend public education as a pillar of equality and social justice, and to promote education as a form of political action for structural transformation. It supports the organisation’s key priorities, including peacebuilding, the fight against discrimination and hate speech, gender equality, and the right to quality public education for all. It also brings a Global South perspective and a rights-based, decolonial lens into European educational and community contexts. At the same time, it strengthens the role of educators and communities as active agents and provides a coherent framework to address intersectional issues such as feminism, anti-racism, LGBTQIA+ rights, and environmental justice.
Example 1
Educational Objectives
Definition & Main Features
Tools & Resources
Linking local realities to global inequalities Critical & engaged citizenship Participatory & community-based approach
Critical thinking & political literacy Global citizenship competences Interculturality & equality
Flexible & creative resources for experiential learning Facilitation for safe & critically engaged learning spaces
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Asamblea de Cooperación por la Paz (ACCP) - Spain
TRANSFORMATIVE EDUCATION FOR GLOBAL CITIZENSHIP
This approach aligns with ACPP's mission to defend public education as a pillar of equality and social justice, and to promote education as a form of political action for structural transformation. It supports the organisation’s key priorities, including peacebuilding, the fight against discrimination and hate speech, gender equality, and the right to quality public education for all. It also brings a Global South perspective and a rights-based, decolonial lens into European educational and community contexts. At the same time, it strengthens the role of educators and communities as active agents and provides a coherent framework to address intersectional issues such as feminism, anti-racism, LGBTQIA+ rights, and environmental justice.
Example 2
KEEP IN MIND...
Education as a political act Socio-affective & experiential learning Participatory & dialogical methodologies Rooted in local contexts Intersectional perspective Digital & media literacy
The target group includes children and youth, as well as adult educators, social workers, and community leaders, grounded in a community-engaged approach
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Discover more about SOLIDAR+ and its members working in non-formal education
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the EACEA. Neither the European Union nor the granting authority can be held responsible for them.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
To keep in mind
This approach is learner-centred, voluntary, and resource-efficient. It is accessible and adaptable to different contexts. It builds on the experience and knowledge of participants, enables collective learning, consensus-building, and action. It fosters democratic culture and responds to learners’ actual needs, and can be applied to a wide range of topics defined by the group. It requires long-term commitment and engagement in the whole learning process. The approach is unknown to some.
Tools & Resources
The approach relies on simple and flexible resources: facilitation guides, activity sheets such as role-plays, dialogical tools, service-learning templates. It also includes visual materials such as videos, images, and testimonies. For creative work, materials such as flipcharts, markers, post-its, and craft materials support experiential work, while digital tools such as collaborative online boards and contextual data, including maps, statistics, and community inputs, are used when and where relevant. A key resource is to build the facilitation capacity of educators and community actors to create safe, dialogical, and critically engaged learning spaces.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
Definition & Main Features
The approach combines creativity, dialogue, and collective action to address prejudice and foster inclusive, democratic citizenship. It requires safe spaces for reflection, examination and deconstruction. The artistic dimension uses creative expression, images, and artistic practices to explore complex social realities, moving beyond binary perspectives and fostering empathy and critical reflection. The civic dimension translates values such as equality, social justice, and respect into lived experience, encouraging participation, shared responsibility, and democratic practice within educational settings.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
To keep in mind
This approach is grounded in a critical pedagogical perspective that understands education as a political act and learning spaces as places to interrogate power relations, structural inequalities, and hegemonic narratives. It combines socio-affective and experiential learning, drawing on lived experiences, emotions, and embodied practices, followed by collective reflection. Learning is organised through participatory and dialogical methodologies, based on collective inquiry and the co-construction of knowledge among educators, young people, families, and community actors. It is rooted in specific social and territorial contexts, recognising education as a shared responsibility across schools, communities, and local institutions. An intersectional perspective is central, addressing how gender, race, class, migration status, rural–urban divides, and LGBTQIA+ rights intersect in people’s lives. The approach also promotes a culture of peace and conflict transformation through restorative practices and cooperative work, while linking learning to community action through service-learning. Digital and media literacy are integrated to deconstruct hate speech, misinformation, and discriminatory narratives, and to support the creation of alternative, rights-based discourses.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Definition & Main Features
This approach supports deep shifts in individuals’ perspectives, concepts, problem framings, theories, and understanding of the world. It emphasises the use of critical thinking to question the status quo, assumptions, power, privilege, and the social systems we live in. This approach aims to dismantle discrimination and injustices by taking an active stance. It relies on participatory, peer-to-peer learning between facilitators and participants, and places strong attention on group dynamics as a basis for transformative learning.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
Educational Objectives
Experiential learning and problem-based learning (PBL) support a wide range of educational objectives, particularly by developing practical skills, critical thinking, and lifelong learning abilities. These approaches foster active engagement, enhance problem-solving capacities, and contribute to long-term retention of knowledge.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
This approach is flexible and can be adapted depending on the content of the activity, often incorporating games to support the application of the approach.“Making” is also often an effective entry point.
To keep in mind
This approach promotes critical thinking and self-awareness through understanding of power, privilege, oppression, violence and inequality in all its forms and encourages active engagement and empowerment.Considering the themes this approach is tackling, it can be emotionally demanding and requires the creation of safe spaces and experienced facilitators. Its a slow learning process and impact is often long-term. Balancing group dynamics and content can also be challenging.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
Educational Objectives
It aims to develop practical skills, autonomy, and employability, while fostering a learner-centred approach and the acquisition of transversal skills. It also promotes adaptability, continuous assessment, and collaboration between education and the labour market, supporting ongoing development and lifelong learning.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
To keep in mind
Based on the inclusive mindset that everyone has something to contribute to collective good, it enables people to take an active role and recognises their experiential knowledge. This approach encourages ownership by placing trust in collective intelligence.
Tools & Resources
Key materials include photographic artworks, printed and foldable postcards with reply sections, and writing or creative supplies such as pens, paper, and collage tools. Facilitation is supported by pedagogical guides for image analysis, discussion, and debriefing. Additional resources include postage or distribution tools, optional digital tools for documenting and sharing outputs, and access to local partners. These may include cultural institutions, media, and associations, and can enhance the implementation and visibility of the activity.
Educational Objectives
The approach is flexible and promotes active engagement and critical thinking, while supporting the development of practical skills that can be immediately applied in areas such as negotiation, leadership, and workplace advocacy. It strengthens participants’ ability to contribute to trade unions and develop solutions to existing labour issues.
To keep in mind
This approach fosters collaboration and networking, enhancing knowledge-sharing and strengthening participants’ ability to contribute to trade unions and address labour issues. It requires expert trainers, good planning and resources to organise interactive and effective sessions. It is time intensive.
To keep in mind
This approach emphasises practicality, customisation, continuous assessment, and active learning. It includes the development of practical skills relevant to work, great relevance to everyday life, and flexibility, as well as the simultaneous development of both technical and personal skills. This approach can be resource-intensive and requires investment in training educators, while resistance to change may affect its implementation. Additionally, measuring outcomes can be complex due to the nature of the learning process.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Educational Objectives
It develops critical thinking and political literacy on the root causes of inequality, discrimination, and injustice, while fostering a culture of peace, conflict transformation, and cooperative problem-solving. It strengthens human rights and global citizenship competences, including awareness of rights and responsibilities. It promotes gender equality, intersectional awareness, and anti-racist and intercultural competences, while encouraging participation, collective action, and engagement in community initiatives. It also connects learning with key Sustainable Development Goals (SDGs), particularly those related to education, equality, and justice.
To keep in mind
This approach promotes critical thinking by confronting stereotypes and engaging both reason and sensitivity. It makes abstract values such as equality, solidarity, and respect more tangible through creative and participatory practices. It strengthens learners’ self-confidence and sense of agency, as they actively produce and share messages addressed to relevant audiences. By linking educational activities to the wider society, it enhances engagement and meaning. It requires time-intensive preparation, reflection, and careful facilitation, along with balancing freedom of expression and ethical boundaries. The approach can be emotionally demanding for both educators and participants when addressing sensitive issues. Limited external feedback may lead to frustration.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Tools & Resources
Key materials include training manuals, case studies, lived scenarios, multimedia presentations, group exercises, and discussion guides. Facilitation is supported by materials such as flipcharts, markers, handouts, and digital tools. The approach also relies on experienced trainers and structured yet flexible curricula for effective implementation.
Definition & Main Features
Competency-based learning is an educational approach focused on developing concrete skills relevant to the participants' contexts and needs, with an emphasis on practical application, customisation, continuous assessment and active learning.
Definition & Main Features
Popular Education is a pedagogical movement that places active participation at the centre of the learning process, viewing education as a driver of personal progress rather than simply the accumulation of knowledge. This approach recognises and values learners’ experiences and collective intelligence, and promotes inclusion by affirming that everyone has something to contribute.
Tools & Resources
The approach varies depending on the learning context, topic, and target audience. Typically, it relies on a mix of structured resources, audiovisual content, and hands-on creative materials that support active experimentation, collaboration, and reflection.
Definition & Main Features
This approach is a learner-centred and process-oriented methodology that emphasises engagement, inclusivity, and practical application. It uses participatory methods such as discussions, case studies, workshops and problem-solving exercises to create an interactive learning environment. The approach is designed to empower participants by encouraging critical thinking, knowledge-sharing and direct involvement in labour and social policy issues.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Definition & Main Features
Beyond subject-specific knowledge, the approach primarily fosters democratic culture and awareness. It is a free, voluntary, participatory, and learner-driven method in which small groups (typically 3–12 participants) come together to collectively choose a topic, define how they want to learn, and engage in a shared learning process that can lead to action. Study circles are self-organised and needs-based, with participants jointly developing and adapting their study plan and selecting materials.
Educational Objectives
The educational objectives are not fixed and depend largely on the topics. The approach enables participants to develop knowledge on topics of their choice, while strengthening their ability to reflect critically and engage in collective learning. The approach supports the development of cognitive, affective, and psychomotor skills through a cycle of learning, reflection, and action. Participants also develop skills in collaboration and facilitation, by organising their own study circles, and self-directed learning, and are encouraged to apply what they have learned in practice.
Educational Objectives
This approach supports higher level thinking, including analysis, evaluation and creation, and affective learning by questioning values and beliefs. In terms of competency development, it supports knowledge, skills, and attitudes.
Tools & Resources
Study circles benefit from a range of tools and resources including guides, workbooks, videos, and discussion-based materials, that support learning and reflection.Both digital and physical tools are used to organise and run sessions, such as registration and evaluation forms, as well as online platforms including Zoom or Moodle where relevant. Facilitation is supported by study plans, group exercises, and materials developed for leadership training, including training of trainers programmes. They usually require 9 study hours (45 min/hour) and maximum 4 hours/meeting and 3 meetings/week. Do you want to know more about the materials? Just click!
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Tools & Resources
The use of different tools and resources varies depending on pursued objectives and participants involved. Overall, it benefits from reflective exercises, group discussions, and participatory activities adapted to the context.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Definiton & Features
Experiential learning is a hands-on approach where learners acquire knowledge through direct experience, reflection, and application. It is based on learning by doing, followed by critical reflection. Problem-based learning (PBL) complements this by engaging learners in solving existing problems, fostering critical thinking, collaboration, and self-directed learning. These approaches encourage direct involvement and active participation in practical activities and reflective practice. Learning is grounded in lived experiences and is personalised, as it builds on learners’ experiences. It is also iterative, with understanding developing through continuous cycles of action and reflection.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Tools, resources & materials
Case Studies & Scenarios: existing problems, dilemmas, or case examples. Guidelines & Worksheets: structured guides for activities, group work, or self-reflection. Reading Materials: articles, reports, research papers, or multimedia resources. Instructional Videos & Podcasts: engaging audiovisual content for context and inspiration. Physical & Hands-On Materials: art & craft supplies, including markers, flipcharts, sticky notes, and colored paper for visual brainstorming. Prototyping Materials: LEGO, clay, cardboard, and recycled materials for design thinking. Role-Play Props: costumes, scenario cards, or cue cards for simulations. Outdoor/Field Equipment: cameras, GPS devices, and environmental testing kits for fieldwork. Workshop Kits: pre-prepared kits with materials specific to a particular activity.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Educational Objectives
This approach strengthens participation, self-confidence, and ability to express opinions by supporting collective learning.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Tools & Resources
It includes guides, case studies, simulations, online platforms, videos, and practical assessments. Additional tools such as feedback mechanisms, collaborative spaces, and existing projects support the development of skills that can be applied in everyday life contexts.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Educational Objectives
This approach supports the development of critical awareness of stereotypes, discrimination, and social inequalities, while fostering freedom of expression and dialogue. It strengthens empathy, emotional literacy, and self-reflection, alongside creative skills such as image analysis, writing, and visual expression. It also promotes active citizenship and democratic participation, and a culture of peace.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.
Definition & Main Features
This approach is defined as a long-term educational strategy grounded in critical pedagogy, linking local realities with global structures of inequality and interdependence. It combines cognitive, socio-emotional, and action-oriented dimensions of learning to foster critical, organised, and engaged citizens capable of questioning and transforming unjust social, economic, gendered, and racial systems. It is implemented through participatory, socio-affective, and community-based methodologies, including dialogical approaches, restorative practices, and service-learning. The approach connects formal and non-formal education with broader efforts to promote human rights, social justice, gender equality, intercultural coexistence, and peace. It is embedded in the organisation’s educational strategy and applied through programmes such as Escuelas Sin Racismo and Escuelas para la Paz y el Desarrollo (ESR, EPD), as well as related community initiatives.