School Learning: From the Question of Control to the Question of Transformation

Abstract

The aims of school learning extend beyond its confines, as long as learning strives to achieve a fundamental goal, which is enabling the learner to apply their acquired knowledge in new contexts and beyond the limited school framework. This perspective is rooted in the constructivist, social, and interactive epistemological model, which serves as a reference for the competency-based approach as an educational strategy in school learning. To frame our topic, we have chosen to address the following question: What do students do with what they have learned in school? This question signifies the transition from asking whether what has been learned is applicable to whether it is actually being applied. It also delves into the significance of achieving practical competence, signifying the shift from a didactic situation to a non-didactic one, passing through a non-didactic situation