Edition 2024-2025

The first edition of STEP takes place in 2024-2025 and is hosted by Radboud University (Nijmegen, The Netherlands). The educational challenge at the centre of this edition is promoting learner autonomy from an inclusive perspective. Promoting learner autonomy is a focus topic of the research agenda of Radboud University. For the exchange week, the university works closely together with Montessori College, a secondary school which has self-directed learning at the very core of its educational philosophy.

Theme

In the learning process of adolescents, developing and experiencing autonomy proves to be a vital condition for future study success. Therefore, it is important to gain deeper understanding about the nature and dynamics of learner autonomy and the methods in which it can be promoted in the context of secondary education. Equally important is to acknowledge that this context is not uniform: when it comes to learning, not every student has the same chances and abilities. In the current era of inclusive education, there is a growing awareness of the need for a more inclusive approach to learner development. This may call for a reevaluation of the methods of promoting autonomy as well: how can schools provide equal opportunity for diverse groups of students to become self-aware and self-directed in their learning?

Learning outcomes

At the end of this course, participants:

know the possibilities of promoting learner autonomy in adolescents and the underlying theory, on the basis of which they can make reasoned decisions in an educational context.

have gained insight in the requirements and challenges for promoting learner autonomy within an inclusive school environment.

have started to develop a personal vision on learner autonomy and inclusion as a prospective teacher.

have become aware of the similarities and differences between international school systems, also with regard to promoting learner autonomy.

have learned about international collaboration and have developed their intercultural competencies.

Case studies

For the core of the digital course on the theme promoting learner autonomy from an inclusive perspective, we developed three case studies. Each case study furthers the students' knowledge and understanding of the central topic as well as their different school systems, and challenges them to combine theory on autonomy with a second domain of research:

Autonomy in a diverse VMBO2 class
Autonomy support and Culturally Responsive Teaching

A teacher reads in an article that students’ motivation in pre-vocational secondary education is lower, and dropout rates are higher than in other forms of secondary education. Now they are wondering about their own pre-vocational ‘VMBO’ class, a class with second year pupils, aged 13-14 years [read more]

Autonomy-support for twice exceptional students

Neurodivergence and autonomy support

A teacher who just started working at a new school is asked as an expert for a special track of twice exceptional pupils. The term twice exceptional refers to pupils who are neurodivergent because they are gifted, as well as have a second aspect of neurodivergence [read more]

Autonomy of the teacher in training within the secondary school system

Autonomy, teacher agency, and inclusion

A teacher in training followed a course on inclusion and diversity and wishes to integrate this into their teaching method. However, this approach is not part of the method that is used in school. Moreover, their supervisor thinks it's too complicated for a teacher in training [read more]

Workshops and keynote lecture

During the exchange week (13-17 January 2025), teacher trainers from all partner universities will provide workshops on the central theme and related topics, such as motivation theory, promotion of inclusivity through learner autonomy, sense of belonging, and more. You can find all abstracts on this page.

In the middle of the week, we organise a keynote event that is free and open to all people interested in teaching and learning. The keynote is held by Professor Paulien Meijer (chair: Teacher learning and development) and focuses on the development of autonomy in the context of identity development. Registration for the event is mandatory. For a full description and practical details of the keynote, go here.

The Maria Montessori Building at Radboud University →

More information

Would you like to know more about the first edition of STEP? Get in touch with the coordinator of STEP, Esmée Bruggink (Radboud University, The Netherlands).

Page updated

Google Sites

Report abuse