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Abstract
Learning to learn has been under the research and policy spotlight in the new millennium; it has taken centre stage in Europe, before and after the 2006 Recommendation on Key Competences. However, learning to learn is labelled by some as a non-scientific concept, wanting an agreed definition (Coffield, 2002). What seems to lack is an understanding of how it operates and can be recognised in individuals; in fact, most research mentioning this topic actually tackles other related concepts. A relevant policy initiative followed the 2018 review of Key Competences: the development of a European reference framework for the Personal, Social and Learning to Learn Competence. What is its rationale, and where does it stand against theory? How can learners and practitioners benefit from it? This article aims to offer theory and policy insights, working towards a mature definition of learning to learn embracing personal and social aspects. With a key pedagogical focus for deploying this competence in practice, it proposes an informed, actionable developmental model of how this complex set of knowledge, skills and attitudes can operate along key life stages. After all, there’s nothing so practical as a good theory (Lewin, 1951).
Key words: Learning to Learn; personal development; socio-emotional competences; European Key Competences; pedagogical approach; developmental model.
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