Three results of the transnational research project were ground-breaking in this context: firstly, the explicit promotion of social competence is often attributable to the commitment of individual higher education professors and lecturers, as well as their pedagogical self-conception. Secondly, the number of approaches to promotion is as diverse as the individual commitment to this particular area of learning and development. Thirdly, it plays a subordinate role in organisational development and at the level of corresponding quality processes. It became clear, however, and this was also the case across all countries, that the promotion of social competence on the part of the learners, but also of the teachers, is attributed increasing importance. In particular, the role of social competence in the context of responsible action in terms of the Sustainable Development Goals of the 2030 Agenda and the design of the third mission of higher education institutions were strongly discussed at the final conference in Warsaw (February 2020).
The results from DASCHE were presented at an online seminar organised by the Centre for Higher Education Studies (CHES) in the Czech Republic and at the Track-VET conference hosted by the SGH Warsaw School of Economics in Poland.
For more information on the research project, the 2030 Agenda, the Third Mission and the Track-VET conference, please follow the links in the blue box. There you will also find further information on the Erasmus+ program of the European Commission.