1. The choice of the learning outcomes and the tools depends on multiple character traits. The student benefited from offered activities: dropping the destructive behavior (panic or sabotage) and trying to control the controllables, sharing knowledge/accepting roles based on spontaneously revealed strengths. Later he was able to choose more challenging tools, engage in long-term commitments and achieve higher order outcomes: designing leading skills and mindsets for engaging diversity to innovate and empathy.

2. The student's progress empowers him to choose tools that are more helpful for regeneration and transformative innovation not just mitigation. Uncertainty becomes conceptualized as putting (inner) resources to the best potential use through selfless service leadership, empowerment and sense of ownership to the excluded groups and abandoned spaces.

3. The use of the aesthetics tools: training the student in handling uncertainty with distancing without changing attitude or character traits.The student shows that the course provided the safe environment to acknowledge, explore and deal with uncertainty in broader sense. The aesthetic learning processes may not be directly transferable to knowledge, skills, attitudes as it is not always a linear process. However it is important to go through it to reach the point of understanding what is needed for the student and for formulating individual learning objectives.

During the process ofe-portfolio analysis, questions and dilemmas emerged on how to meet the student’ s desire for managing uncertainty more productively and incite new paths. 

He should be encouraged to use drama tools for self-assessment of goals set towards improvement or change. There are points of confluence to some aspects pointed out by the student regarding competencies, social and emotional traits (i.e. self-awareness; self-regulation of emotions; social consciousness; relationships management). Student seems to be  aware that the communication covered both verbal and nonverbal expression. He alluded to the necessary interventions and presentations, but also professional demands. It appeared that they considered the emotional regulation under uncertainty a threatening task (instability and reactive feelings: impulsivity, nervousness, anxiety). Empathy was revealed as an ability that links us to the Other, calling for appreciation/recognition and for tuning in with emotions, particularly when facing uncertainty.

He sought to address the self-diagnosed needs and desires by proposing and carrying out several activities in class. In the e-portfolios there are many reflective records that indicate how he valued this strategy considering it at first as a challenge