Learning to teach LifeComp to cope with life challenges: a case study among university students


Skills enabling individuals to face life challenges are crucial in a rapidly changing world. The European Union promotes the LifeComp framework in a lifelong learning perspective. However, how can individuals learn to unlock their potential, to self-regulate and deal with complexity? To what degree does secondary education foster personal growth? Students from the Teaching Education course at Ca' Foscari University in Venice experimented with the theories, methods and techniques of LifeComp-based teaching and subsequently proactively analysed their own educational path through autobiographical writing. The thematic analysis results revealed limitations to personal agency within the school system and the need to teach LifeComp to enable students to build a participatory and self-determined life project.