THE USE OF A PARTICIPATORY APPROACH IN ORGANIZING STUDENTS’ EDUCATIONAL AND COGNITIVE ACTIVITIES: INTERNATIONAL EXPERIENCE
DOI:
https://doi.org/10.34142/23128046.2026.60.23Keywords:
participatory approach, educational and cognitive activities, lecturer, student, interaction, organisation, colleges, universitiesAbstract
This article identifies the characteristics of the participatory approach in organising educational and cognitive activities for students in European countries (Italy, the United Kingdom, France). It has been established that participatory learning, being person-centred, allows the views of each participant to be conveyed quite accurately and fosters understanding through their interactive, reflective and engaged stance. The aim of such learning lies not so much in acquiring new knowledge, but primarily in changing the social reality within which educational and cognitive activities are organised.
It is emphasised that in organising educational and cognitive activities in European universities, a pedagogically valuable technique such as ‘contemplative thinking’ is used, combined with a participatory approach that encourages self-reflection, the exchange of experience and mutual understanding between students and the lecturer.
It has been established that the use of a participatory approach in educational and cognitive activities extensively involves students in the planning, implementation and assessment of their own learning, small-group dialogue, peer assessment and the conduct of practical research aimed at improving critical thinking, motivation and the development of practical skills among students, moving from passive reception of material to active responsibility.
The professional and personal qualities that a lecturer must possess in order to successfully apply a participatory approach in the educational and cognitive activities of students at higher education institutions in leading countries around the world have been identified.
The specific features of implementing the participatory approach in organising the educational and cognitive activities of students in leading countries include: actively involving students in discussions and the joint construction of knowledge, conducting interviews and surveys, creating and labelling maps, diagrams and drawings, collaboration, exchanging ideas, and solving practical and real-life problems; achieving changes in participants in the educational process at three levels: individual, group and organisational; the use of active forms and methods of organising the aforementioned activities; special training for college and university lecturers; and the performance by higher education lecturers of the roles of supervisor, manager, facilitator and others.
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