Problem-Based Learning: a key to Soft Skills

Since the end of the XX century, the construct of competence has gained a central role in the redefinition of school system’s educational goals (Rychen & Salganik, 2001; EU-Lex, 2006; 2018; MIUR, 2010). However, according to the criticalities highlighted by recent national and international reports (INVALSI, 2021; OECD, 2017; 2019), a deeper revision of competence-based learning would be necessary. The essay explores, through a critical reflection on literature, the concept of competence-based learning, with a focus on Problem-Based Learning (Lotti, 2018): on the one hand, as an approach to Soft Skills in upper secondary school (Leary et al., 2019); on the other hand, as a reflective tool to redefine the assessment. Bridging the gap between scholastic knowledge and real knowledge promotes more effective and participative educational practices for both teachers and students (Castoldi, 2021).