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References Abe, J. A. A. (2011). Positive emotions, emotional intelligence, and successful experiential learning. Personality and Individual Differences, 51(7), 817-822. Antofie, M. M., & Sand Sava, C. (2015, November). New Skills in Education for Biodiversity Conservation in Romania. In Balkan Region Conference on Engineering and Business Education (Vol. 1, No. 1). Beard, C. M., & Wilson, J. P. (2002). The Power of Experiential Learning: A Handbook for Trainers and Educators. Stylus Publishing, PO Box 605, Herndon, VA 20172-0605. Beard, C. M., & Wilson, J. P

Metelko, D. (1999). Supervizija skozi proces učenja odraslih [Supervision through the process of adult learning]. In: Miloševič-Arnold, V., Vodeb-Bonač, M., Erzar-Metelko, D., Možina, M. (eds.). Supervizija - znanje za ravnanje. Ljubljana: Socialna zbornica. Fowler, J. (2007). Experiential learning and its facilitation. Nurse Education Today , 28: 427-433. DOI 10.1016/j.nedt.2007.07.007 Jarvis, P. (2003). Izkustveno učenje in pomen izkušnje [Experience based learning and the importance of experience]. Sodobna pedagogika, 54(1): 94-103. Keyser, M. W. (2000). Active

, University of Dar es Salaam. 14. Kolb D. A., 1984 − Experiential learning: Experience as the source of learning and development, New Jersey: Prentice Hall. 15. Melita A., Samoilys M. A. and Kanyange N. W., 2008 − Natural resource dependence, livelihoods and development: Perceptions from Tanga, Tanzania, IUCN ESARO 2008. 16. National Integrated Coastal Environmental Management Strategy (NICEMS), 2003 − Dar es Salaam: Tanzania Coastal Management Partnership. 17. National Environmental Education and Communication Strategy, 2005-2009 − Dar es Salaam: Rihal’s General Supplies

References Canadian Alliance for Community Service Learning (CACSL) (2011) ‘What is CSL?’ CACSL Website. Retrieved from: Dervin, B. (2003) ‘Audience as listener and learner, teacher and confidante: The sensemaking approach’, in Dervin, B., Foreman-Wernet L., & Launterbach, E. (eds.) Sense-making methodology reader: Selected writings of Brenda Dervin. (pp. 215-231). Cresskill, NJ: Hampton Press, Inc. Fenwick, T. (2000) ‘Expanding conceptions of experiential learning: A review of five contemporary perspectives’, Adult


The aim of the study was to broaden the knowledge about experiential education comprising of physical movement and sport activities as a part of the educational process and to verify the potential influence of experiential education on the changes in the field of social relationships in selected integrated classes with pupils suffering from behavioural disorders. To meet this goal, we used a standardized psycho-diagnostic method, a socio-metric rating questionnaire, by which means we proved the positive influence of the experiential education programme connected to movement on the overall improvement of the social structure of a class with pupils with behavioural disorders and their status in the class’s hierarchy. We formulated recommendations for the practical field based on this fact.


Objective: Since more diverse audiences attend universities, nowadays, more advanced educational approaches are required. The current study explores the role of culture of learning transformations in facing this challenge. We employ the notion of ‘cultures of learning’ to draw attention to the socio-cultural, sustainable and competence-oriented aspects of key educational practices. We are focusing on advances in students’ learning-culture, which are implemented at the university: interdisciplinary, transformative sustainability learning and experiential learning.

Methodology: The paper considers practical issues related to the educational approaches, their benefits and limitations.

Findings: The results of the observations indicated that students’ learning culture was highly affected by educational approaches.

Value Added: We highlight that mutual relations exist between learning-culture and teaching-culture and exactly the student-teacher dialogue should be changed to transform traditional learning in higher education.

Recommendations: Interdisciplinarity and creativity can serve as the key factors in establishing a productive educational cycle that fosters a learning-culture based on students’ needs and values consideration.

European Union. EUR 27939 EN. Badzińska, E. (2017). Empirical Study on Intercultural Collaboration in Project Teams: Preliminary Research Findings. Journal of Intercultural Management , 9 (3), 29–44. Badzińska, E. (2019). Knowledge acquisition and business modelling using experiential learning approach to entrepreneurship. European Journal of Social Sciences Education and Research , 6 (2), 48–56. Badzińska, E. (2020). The Entrepreneurial University: Conceptualisation, Models and Challenges for Operationalisation of the Concept. In Contemporary organisation and


The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.


This document presents the modelling and engagement process that emerge from content creation on a social network device. The latter is used informally and collaboratively to provide a meaningful learning environment and to constitute the distant side of a blended learning. This device puts into perspective the use of social network that can be beneficial for training. It also shows a creative approach to a mediation initially designed for entertainment. This is an action research project conducted in the form of grounded theory in the context of a communication course. The results of this research make it possible to understand the stakes of distant social experience on training. They are useful to the trainer through the conceptual modelling of processes. They are also useful for research that addresses training issues such as engagement through information and communication technologies. We finally see that this device can serve as a springboard for more immersive technologies such as artificial intelligence.


The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop new skills; it therefore becomes a space for dialectical interaction, between theoretical and practical knowledge. Learning, within such a framework, becomes an active process, in which students build new ideas, and concepts based on their current / past knowledge. In the educational sphere, the concept of efficacy has assumed ever greater importance; therefore, there is a need to specify valid and reliable results indicators, capable of promoting the accountability process, to which the education system is subjected. This is also to be able to indicate the relationship between education processes and learning levels among students. In this direction, a useful tool can be represented by the self-assessment sections, capable of promoting reflection and / or revision of the goals achieved. In this regard, the conclusions of a study on Active Citizenship Education, promoted by the „Directorate-General for Culture and Education“ of the European Commission, which examined more than 100 projects in 33 countries, analyzing quality and governance factors, are used.