Teaching-learning process

The organisation of the teaching-learning process is based on the principles of the educational model of Mondragon University, which we can summarise as follows:

Implementation of active methodologies.
Interdisciplinarity.
Design of evaluation systems in alignment with skills development.
Focus on the student.
Focus on the student.
Digitalization.

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In this framework, we propose learning methodologies based on problems, cases, challenges, and projects that make it possible to enter real professional situations. This model also promotes the student's reflection on the development of his or her skills and the monitoring of his or her professional and personal development by the teaching team.

PROBLEM-BASED LEARNING

Students synthesize and build knowledge to solve problems so that they respond to the conditions that they themselves set. To do this, they take on different roles that rotate throughout the duration of the course and their progress is supervised by the teacher, who acts as a facilitator.

RESOLUTION OF PRACTICAL CASES

Through case resolution, students apply their acquired knowledge and their own experience in responding to dilemmas posed as a specific methodology. Students are also trained to develop problem-solving and practical skills, feeding their open-mindedness to diverse solutions and innovation.

PROJECTS

Students apply their acquired knowledge and the truths they discover; they learn about themselves and about the need to count on others; they synthesize and build knowledge; they create. The learning process is structured in relation to a real problem observed in a training context or proposed by the teaching staff. The students, in small groups, analyze the problem and carry out a project in which they respond to that problem.

CHALLENGES

Challenge-based learning is a pedagogical approach that demands a global view of the real world. Learning intersects with the student’s doing or acting. This approach takes advantage of the students’ interest in giving a practical meaning to education, while developing cross-curricular skills such as working in a collaborative and interdisciplinary manner, decision making, communication, problem solving, ethics and leadership.

SYNCHRONOUS CLASSES

The distance learning methodology uses Mondragon University’s Virtual Campus as its platform and takes the student’s attendance in synchronous classes in each subject into account. In these classes, all students and the teacher are connected live in order to improve each student’s experience and integration into the program. Attendance in synchronous classes is compulsory except for reasons beyond reasonable control.

Each ECTS of this master's degree requires 25 hours of work by the students.

Objectives of the pedagogical model

To promote significant learning by linking learning based on previous experience with professional reality.
To develop autonomous learning and student responsibility.
To enable learning within teams.
To connect theory and professional practice.
To mutually connect the teaching of different subjects.
The focus of learning is the student, and the student's learning project will define the training timetable.

Teaching-learning process

Teaching-learning process

Objectives of the pedagogical model

Teaching Habilitation for the Exercise of the Profession of Secondary Education, Vocational Training and Teaching of Languages