SoFIA: From a Content-based to Competency-based Educational Paradigm

Main Article Content

K. C. Koutsopoulos
Konstantinos Doukas

Abstract

This paper is an attempt to show that in the educational system of the 21st century, four conditions must be met for its successful present and future: an educational philosophy that can provide an operating pedagogical framework to address the issues of educational experience and the appropriate principles and values in teaching and learning; a path to excellence in order to create innovative practices in the teaching and learning environment within which all pedagogical operations can take place; a technology integration instrument with which the fundamental educational needs and their attendant changes can be attained; and a leading in action process, which can allow new concepts and ideas to be able to be realized. But most importantly these requirements force upon the education system the need to work within an educational paradigm which is a susceptible to such necessities.

This paper presents and describes such a paradigm, named SoFIA which seeks to satisfy the conditions mentioned above. It suggests an educational philosophy offering an operating pedagogical framework to address the issues of educational experience and the appropriate principles and values in teaching and learning. The SoFia paradigm defines a path to excellence by creating innovative practices in the teaching and learning environment within which all pedagogical operations can take place. It outlines, moreover, a technology integration instrument with which the fundamental educational needs and their attendant changes can be attained; and a leading in action process whereby new concepts and ideas can be transformed into reality. 

Keywords:
Educational philosophy, path to excellence, technology integration, leading in action, educational paradigm, SoFIA

Article Details

How to Cite
Koutsopoulos, K. C., & Doukas, K. (2020). SoFIA: From a Content-based to Competency-based Educational Paradigm. Journal of Education, Society and Behavioural Science, 33(8), 10-22. https://doi.org/10.9734/jesbs/2020/v33i830247
Section
Original Research Article

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