ABSTRACT Background: Physical education is a space with great potential for young people to challenge social inequities and dominant discourses. This potential, however, requires teachers to be adequately prepared to teach about and through social justice. Research identifies two primary issues in the context of learning to teach ‘about’ social justice: pre-service teachers’ (PSTs) socialisation process and lack of action-oriented approaches. Concerning learning to teach ‘through’ social justice, democratic approaches to teaching seem essential for embracing and enacting social justice within the classroom. Hordvik and Beni's (2026. “Signature Pedagogies of Teacher Education in Physical Education: A Scoping Review.” Physical Education and Sport Pedagogy 31 (3): 458–474) conceptualisation of signature pedagogies in physical education teacher education (PETE) suggests that (auto)biographical pedagogies and pedagogies of professional learning hold promise in the context of learning to teach about and through social justice in PETE. Yet, these signature pedagogies need to be refined to align with personal beliefs and contexts. Purpose: To analyse the practices of two teacher educators (TEs) enacting (auto)biographical pedagogies and pedagogies of professional learning within the frame of care(-full) teaching, with the intention to refine them as potential avenues for learning to teach about and through social justice. Methods: The study took place during one academic year. A cohort of 63 third-year PSTs, their two TEs, and a critical friend participated. Data were generated qualitatively through the TEs’ reflective diaries and teaching artefacts, critical friend’s observations of the lessons, PSTs’ assignments, and three focus groups with PSTs. Reflexive thematic analysis was used to analyse the data. Findings: Two main themes were generated. First, critical awareness of social (in)justices was co-constructed between TEs and PSTs by breaking down complex concepts, respecting PSTs’ learning pace, and creating a community to foster critical awareness collaboratively. Second, how care(-full) teaching practices were modelled, shaping PSTs’ experiences in learning to teach about and through social justice. Conclusions: The paper advocates for in-depth analysis of teaching practice and signature pedagogies, highlighting the importance of elements that, like satellites, shape the planning and teaching process. The authors encourage TEs to reflect on their own ‘signature within the signature’ and ‘instructional alignment’ as a foundation for meaningful experiences that enhance PSTs’ learning to teach about, through and, eventually, for social justice.

Background One of the significant determinants of teaching and learning outcomes in students is teacher efficacy. Clinical teaching plays an educational role in nursing as the connecting link between theory and practice. Nevertheless, the effectiveness of clinical nursing education is usually affected by the abilities, readiness, and the skill of nursing educators. Despite the fact that a number of teacher efficacy scales have been designed across various nations, there is a paucity of situation-specific scales to assess teaching efficacy in clinical nursing education in India. Aim To design a Teaching Efficacy Scale (TES) and a module to measure the clinical nursing instructions provided by teachers in a few nursing colleges of Northern India. Methods Both quantitative and methodological cross-sectional design are applied. The research is undertaken in the nursing colleges of Haryana, Punjab and the Delhi-NCR. Stratified proportionate random sample selection is used to choose a total of 500 B.Sc. Nursing students in 2nd, 3rd and 4th years. Delphi technique is sampled by the experts. The TES is created in a threestep, ten-step process that involves specification of content domain, item pool generation, content validity evaluation, questionnaire development, pilot study, dimensionality evaluation, reliability evaluation, and construct validation. Data analysis is done through SPSS where descriptive and inferential statistics are used. Results The Teaching Efficacy Scale is likely to measure various aspects such as pedagogical learning environment, role of teacher and evaluation components. The psychometric characteristics of the scale will be determined by reliability and validity testing. Conclusion The TES is a universal tool for assessing the effectiveness of clinical teaching and pinpointing levels of weakness in clinical nursing education, thus making a contribution to the enhancement of nursing education and the advancement of clinical competency.

This paper introduces the affordances of leveraging principles from place, inquiry and community-based pedagogies to foster self-directed learning, engagement and community awareness in a group of ten intermediate English learners enrolled in a languages and culture higher education program. A learning unit was designed to guide them into exploring key places in the districts around the university campus with the aim of introducing them to inquiry processes concerning some outstanding educational places. Using two examples from learners, the article showcases a steady application of higher order thinking skills (e.g., comparison and contrast), engagement with the themes discovered and heightened awareness of place and community.

ABSTRACT Peace education remains marginal in higher education institutions in South Africa and elsewhere. Drawing on a three-decade-old peace education programme at a university in South Africa, this article shares the development of a peace and justice education programme amidst some of the highest levels of violence and inequality in the world. It discusses formal and non-formal curricula and the blending of these modes. This article explores partnerships, praxes and pedagogies for advancing critical and decolonial peace and justice education. It illustrates the roles of pedagogies of critique, critical reflection, dialogue, and action in existing offerings and the importance of pedagogies of care, connection and community building for life-deep learning which responds to cycles of trauma and violence.

Low student engagement in Natural and Social Sciences (IPAS) learning remains a persistent challenge in Indonesian elementary education, particularly in contexts where teacher-centered approaches dominate. Gamification has emerged as a promising pedagogical strategy to enhance motivation and participation; however, qualitative insights into its classroom implementation remain limited. This study aims to explore how gamification is applied in primary IPAS learning and how it influences student engagement and motivation.This research employed a qualitative case study design conducted at an elementary school in Majalengka, Indonesia. Data were collected over one week through classroom observations, semi-structured interviews with two teachers and eleven Grade 5 students, and documentation analysis of lesson plans and learning media. Data were analyzed using the interactive model of data reduction, display, and conclusion drawing.The findings indicate that gamification—implemented through digital platforms such as Wordwall and Quizizz, as well as paper-based adaptations—significantly enhanced students’ behavioral, cognitive, affective, and social engagement. Students demonstrated increased participation, enthusiasm, collaboration, and persistence in completing learning tasks. Teachers also reported a more dynamic and interactive classroom environment. However, challenges were identified, including limited instructional time, varying levels of digital literacy, and technical constraints.These results suggest that gamification can serve as an effective and adaptable pedagogical approach to foster student engagement in elementary IPAS learning. Its successful implementation depends not only on technology but also on teachers’ pedagogical design and contextual adaptation, highlighting the need for sustained professional development and infrastructure support.

This paper will explore how online dictionaries have become very popular among Pakistani university students as compared to the use of print dictionaries and how this has affected vocabulary development. It explores the pattern of dictionary use among the students, why they use digital dictionaries, and implications pertaining to the pedagogy of English language learning. It was composed of a mixed-methods design and quantitative data was obtained through a structured questionnaire to BS English students in COMSATS University, Vehari Campus and qualitative data was obtained through semi-structured interviews. Findings have shown that most students find online dictionaries more convenient, faster, portable, and with multimedia aspects like audio pronunciation and sample sentences. Online dictionaries have been discovered to be helpful in improving reading fluency, pronunciation, motivation, and independent learning. The difficulties were excessive reliance on direct translations, superficial processing of vocabulary as well as technical difficulties. The results concur with the Technology Acceptance Model, Constructivist Learning Theory and Cognitive Theory of Multimedia Learning. The research concludes that online dictionaries are useful in the learning of vocabulary, but pedagogical support and training is required in an effort to achieve better lexical and contextual retention.

Critical thinking defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, inference, explanation, and self-regulation has become an indispensable competency for higher secondary and undergraduate students facing complex, ambiguous, and rapidly evolving socio-economic and technological challenges. Traditional lecture-based, rote-learning models often fail to cultivate these higher-order skills, prompting a global shift toward active learning pedagogies that engage students directly in constructing knowledge through inquiry, collaboration, and reflection. This review synthesizes evidence-based active learning strategies proven effective in fostering critical thinking across disciplines: problem-based learning (PBL), case-based learning, collaborative learning (think-pair-share, jigsaw, team-based learning), inquiry-guided and project-based approaches, flipped classrooms, Socratic seminars, debate and structured controversy, reflective journaling, and metacognitive training. Empirical studies demonstrate consistent gains in critical thinking disposition and skills (measured via CCTST, CCTDI, Watson-Glaser, and rubric-based assessments), with effect sizes ranging from moderate (d = 0.4–0.7) to large (d > 0.8) when activities are well-designed, scaffolded, and aligned with explicit critical thinking objectives. Benefits are amplified by instructor facilitation, formative feedback, rubrics emphasizing reasoning quality, and integration of real-world problems. Challenges include time constraints, large class sizes, student resistance to discomfort, unequal participation in group work, and assessment validity. Practical recommendations include hybrid models blending active strategies with direct instruction, use of digital tools (collaborative platforms, AI-assisted reflection), and professional development for faculty in active-learning design and facilitation. Active learning emerges as a high-impact, evidence-supported pathway to equip students with the analytical, evaluative, and creative reasoning skills essential for academic success, professional competence, and engaged citizenship in the 21st century.

This study explored how physical and pedagogical learning environments shape the integration of Science, Technology, Engineering, and Mathematics (STEM) in lower primary education in Uganda. Guided by constructivist theory, it examined how classroom spaces, teacher practices, and learner engagement interact to promote inquiry, creativity, and problem-solving. A qualitative multiple-case study was conducted in five government-aided primary schools in Bududa District, involving ten lower-primary teachers and twenty Primary Two pupils selected to represent diversity in gender, ability, and participation. Data were gathered through interviews, observations of classroom and play environments, and learner focus group discussions. Findings revealed significant disparities in the quality and organisation of learning environments. Only two schools had well-resourced classrooms with manipulatives, STEM kits, and exploratory spaces that encouraged active learning. None had designated outdoor STEM areas, and playtime was largely unstructured and gendered, with boys mostly playing football and girls engaging in small social groups. Despite limited resources, teachers and pupils showed creativity by improvising materials and repurposing everyday objects for experimentation. Teachers with stronger pedagogical confidence used inquiry-based, cross-disciplinary approaches that enhanced engagement, while those with limited training relied more on teacher-centred methods. The study concludes that pupils’ engagement and skill development depend heavily on instructional resources, effective teacher facilitation, and flexible classroom organisation. It recommends continuous professional development, improved infrastructure, and the integration of traditional games and locally available materials to create inclusive, culturally relevant, and cost-effective STEM learning environments in Uganda’s lower primary schools integrity and fairness in rapidly evolving educational landscapes worldwide.

Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p<0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p < 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education.

Conventional history teaching often centers on colonial narratives that highlight power, conquest, and national identity. Although such narratives help shape collective memory, they tend to overlook the ecological dimensions of history and the interaction between humans and nature. This anthropocentric view narrows students’ understanding of how the environment actively shapes historical change. This study aims to examine the implementation of Green History Pedagogy as a history learning approach that emphasizes ecological awareness in high schools in Jember Regency, East Java, Indonesia. The approach was developed to shift historical narratives from colonial perspectives toward a more critical and contextual understanding of the environment. This research employs a Mixed Methods Research (MMR) design involving classroom observation, interviews with teachers and students, analysis of lesson plans, and questionnaires on ecological attitudes. The findings reveal that implementing Green History Pedagogy encourages teachers and students to reflect on the relationship between history, environment, and local life. Students became more critical of the colonial legacy contributing to environmental degradation and demonstrated increased ecological awareness throughout the learning process. Overall, this approach effectively enhances the relevance of history education to environmental sustainability and local identity issues.

Learner-centered pedagogies are recognized as best practices in education. However, when faculty adopt these approaches in daily instruction, most science, technology, engineering, and mathematics (STEM) courses continue to use traditional, high-stakes exams, creating a disconnect if students learn collaboratively but are assessed individually. Collaborative group exams (CGEs) bring the peer interactions of learner-centered instruction to classroom assessments. Prior research has focused on how CGEs influence student learning and content retention, yet relatively less is known about the students' experience during these assessments. In our study, we investigated the students' experience to determine whether the benefits of CGEs transcend individual classroom contexts. This mixed-methods study explores multiple and diverse metrics representing both student opportunities for learning and student experience across 13 different courses in the undergraduate biology curriculum at a medium, comprehensive US primarily undergraduate institution. Our findings show that CGEs facilitate peer interactions leading to consistent opportunities for student learning, while maintaining the integrity of the courses' overall assessment of individual learners. Our data suggest that incorporation of CGEs into course structure is a simple and effective way to improve student outcomes and foster positive classroom culture.NEW & NOTEWORTHY This study explores collaborative group exams (CGEs) in undergraduate biology courses as a means of linking collaborative learning pedagogies and individual assessments. We show that CGEs provide opportunities for student learning and may boost classroom culture by fostering peer interaction while not inflating course grades. Therefore, we suggest that CGEs are a simple and scalable pedagogical strategy that all faculty should consider adopting.

ABSTRACT This paper describes the theoretical principles underpinning the pedagogical affordances of experiential learning through digital games, such as Minecraft, in order to engage primary school children in climate change challenges. It discusses the instructional value of an online interactive game for exploring possible climate change scenarios based on real-world data. The paper describes the instructional design of a series of school-based workshops, targeting students’ understanding of complex environmental systems and the interconnectedness of human actions and climate outcomes. The proposed design defines the expected learning outcomes of a game-based learning approach to sustainability, including problem-solving, collaboration, and climate literacy, as well as climate action skills. Participatory approaches through iterative cycles of collaboration and feedback were used in the co-construction of the instructional design. Stakeholders included children, teachers and teacher educators who collaborated with the research team of interdisciplinary voices relevant to climate change education, such as educationalists, environmental scientists, computer scientists, architects and urban planners. The instructional design aims to highlight novel ways of utilising digital technologies to foster local, actionable, tangible and engaging actions among children. In doing so, it provides a blueprint for educators interested in engaged digital pedagogies for teaching and learning about climate change.

ABSTRACT The rapid growth of digital technologies and the shift towards experiential learning have created new opportunities to support biomedical engineering (BME) education, facilitating students in visualization and complex concepts understanding. This study examines the effectiveness and acceptance of digital education tools, specifically augmented reality (AR) and virtual reality (VR) as alternative learning tools for BME students. A convenient sample of 80 BME students (50 women, 30 men, M age = 21.84 ± 0.95 years) was divided into intervention ( n = 43) and control ( n = 37) groups. Intervention participants studied AR and/or VR‐enhanced educational materials while control participants studied the traditional PDF materials and/or 2D videos. Both groups completed quizzes assessing learning effectiveness, with intervention group additionally completed pre‐ and post‐acceptance questionnaires. Results revealed a slight increase in VR acceptance scores, while AR yielded significantly higher post‐scores, reflecting greater usefulness, ease of use, enjoyment, and intention to use AR in the future. In terms of effectiveness, quiz scores revealed no significant difference in performance between both AR ( p = 1.000) and VR studies ( p = 0.294), likely due to the heavy cognitive load and distractions from the multi‐modal user interface and interactions. While AR and VR were not primary educational tools for BME students in Malaysia, AR showed promise as a technology tool for enhancing the teaching and learning pedagogy.

This article examines the development of self-learning skills in students' professional activities. The aim of the study is to test the developed methodology for developing self-study skills in future chemistry teachers within the framework of the «Theory of Chemistry Teaching» course. The article presents the results of a study conducted in the 2024/2025 academic year. The ascertaining stage of the study assessed the motivational and cognitive components of self-study to determine students' level of awareness and needs for professional development as chemistry teachers. The majority of students demonstrated a moderate level of motivation, while less than 10% demonstrated a high level. The cognitive component assessment covered the key areas of knowledge for studying the first-semester methodological discipline: the majority of respondents demonstrated an average level of self-study ability (59%). The formative stage of the study included educational activities aimed at developing self-study skills through the implementation of pedagogical conditions using the EduScrum board and case studies. At the control stage of the study, a repeat assessment of the motivational and cognitive components of self-learning revealed an increase in average scores by 3 points. The reliability of acquired knowledge was assessed using the Wilcoxon signed-rank test for related samples. The authors cite the following pedagogical conditions that contribute to the development of self-learning abilities: the flexible EduScrum pedagogical learning model, which supports independent student activity in small study groups, and case studies based on the simulation of real-life pedagogical situations that stimulate independent and active cognitive activity aimed at solving the assigned task.

Despite the recognized importance of research for enhancing nursing quality, emergency nurses (ENs) face significant barriers to research engagement. Insufficient structured training may reduce their interest and capacity. Understanding ENs’ perspectives on integrating a research innovation curriculum into clinical education is critical for developing effective, context-specific strategies, particularly given the underexplored nature of their views on curriculum integration in high-pressure settings. To explore emergency nurses’ attitudes toward integrating a research innovation curriculum into clinical education and to identify their perceived needs and challenges. A qualitative descriptive study. Semi-structured interviews were conducted with 23 emergency nurses from a tertiary hospital in Shenzhen, China. Data were analyzed using thematic analysis. Three main themes emerged: (1) Dual Perspectives: Enthusiasm for Growth and Concerns about Workload; (2) Essential Support Systems: Beyond the Individual; and (3) Content and Pedagogy for Effective Learning. Participants strongly supported the curriculum’s potential to enhance professional development but expressed concerns about time constraints due to heavy clinical workloads and family responsibilities. They highlighted the need for institutional support, including dedicated time and space, managerial and peer encouragement, and family coordination. Additionally, they desired diverse, practical, and skill-based content to foster innovative thinking and a collaborative learning culture, with an emphasis on foundational research concepts (e.g., study design and basic statistical analysis) alongside emerging tools like artificial intelligence (AI) for data handling and innovation. Emergency nurses are receptive to integrating research innovation training into clinical education but emphasize the need for robust institutional support to overcome structural barriers. Hospital administrators should implement supportive systems tailored to nurses’ needs to foster a sustainable culture of inquiry and innovation. Not applicable.

This article proposes an integrated model of teacher training for inclusive education in Youth and Adult Education (EJA), developed in the context of Cônego José Vital Ribeiro Bessa Municipal Elementary School, in Mataraca, Paraíba. The qualitative investigation, inspired by action research, articulates document analysis, interviews with teachers, and observation of pedagogical practices to map gaps and potentialities in training to serve young people, adults, and elderly individuals with disabilities, Autism Spectrum Disorder (ASD), and high abilities. The theoretical framework integrates complexity pedagogy, historical-cultural mediation, andragogy, inclusive education, and Universal Design for Learning (UDL). Results show fragmentation in teacher training for inclusive EJA, especially regarding the care of students with disabilities in contexts of limited resources. The Integrated Model of Teacher Training for Inclusive Education in EJA (MIFDI-EJA), structured around political, pedagogical, technological, inclusive, and evaluative axes, is presented as a response that can guide collaborative, continuous, and contextualized training processes, strengthening an institutional culture sensitive to differences and committed to the right to education for young people and adults historically excluded.

The present study investigates the teaching-learning method and its effectiveness at the bachelor’s level, focusing on BBS and B. Ed. programs in community campuses of the Chitwan district, Nepal. It adopts an explanatory sequential mixed-methods design: survey of 100 students and interviews with 24 faculty members, to explore current teaching practices, perceptions and challenges. Findings indicate that traditional class teaching is more prevalent in BBS program, while student-centered approaches like group discussions, project work, and group tasks are more common in B. Ed. program. B. Ed. students perceived that such approaches are more effective than BBS students on aspects of participation, understanding, critical thinking, application, and motivation, which is highly significant at (p < 0.01). Interviews with faculty members of BBS point out the limitations of class size, resources, and time constraint, which do not permit much student activity. In B. Ed. program, the faculty adopts constructivist, experiential learning pedagogy, which is facilitated by smaller class size, greater alignment with the curriculum, and greater use of technology. Based on the conclusion of the study, the effectiveness of the teaching and learning process depends on pedagogical practices and contexts. Encouraging student-centric learning activities, participation in education, use of technologies in the learning process, and capacity building of faculty members could enhance academic performance and lifelong learning skills of the students in the Nepalese community campuses at bachelor level.

The article examines lifelong learning of civil servants in Ukraine in the context of a prolonged crisis caused by a full-scale war. This issue is studied from a pedagogical perspective, with a focus on andragogy in general and on the policies of EU countries. Lifelong learning is defined not only as organisational requirements but also as a structured pedagogical process that can foster students' development in conditions of crisis, stress, rapid change, and instability. In the course of the research, it was established that lifelong learning among civil servants is mostly studied through the prism of the effectiveness of administration and human resources management, while the pedagogical mechanisms of this direction remain poorly formulated. This is confirmed by analyses of OECD and UNESCO documents and reports, which reveal an acute gap in the operationalisation of lifelong learning in wartime. Using analytical and comparative methods, the study systematises pedagogical approaches relevant to civil servants, including andragogic principles, self-directed and experiential learning, and digital learning environments. The results of the study show that effective lifelong learning in a crisis requires updated, pedagogically sound educational designs that integrate student awareness, experiential learning, mental resilience, and the development of interdisciplinary competencies, alongside non-standardised learning models. This will strengthen lifelong pedagogical learning in public administration affected by the crisis, help develop curricula aligned with relevant competencies, and support short-cycle on-the-job training formats for professional development in Ukraine

This study examines how Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills synergistically influence perceived impactful learning among elementary teacher education students. A sequential explanatory mixed-methods design was employed: quantitative data from 222 students via surveys, followed by qualitative data from 15 students through focus group interviews. Quantitative results show PCK and instructional design skills collectively explain 70% of variance in impactful learning, with balanced and strong effects, while digital literacy functions as a supporting enabler rather than primary determinant. Qualitative findings identify six facilitating factors, eight barriers, and seven moderators that contextualize competency integration patterns. The study proposes three conceptual frameworks Synergistic Competency Framework, Grade Responsive Pedagogy Framework, and Pedagogy Primacy Framework integrated within the Subject-Specific Deep Learning Pedagogy (SSDLP) model, which positions PCK as the foundational layer for technology-enhanced instruction. Conclusions emphasize that impactful learning emerges when pedagogical foundations precede technological integration, with field experience and intrinsic motivation as critical catalysts. Teacher education programs should prioritize systematic PCK development, positioning digital literacy as complementary infrastructure.

Purpose Sustainability-focused micro-credentials delivered by European universities are growing. However, it is unknown how and to what extent sustainability competences are being taught within these programmes. The purpose of this study is to explore the nexus of European micro-credentials, sustainability competence integration and active learning pedagogies to examine how they interact in practice and whether they provide a transformative or instrumental education for professional learners. Design/methodology/approach A mixed-method analysis using quantitative content analysis and qualitative thematic analysis of 100 European sustainability-focused micro-credential course descriptions and learning objectives was used. A coding framework based on the GreenComp sustainability competence framework was collaboratively developed and directed content analysis was conducted in NVivo. Pedagogical approaches were coded and analysed. Findings Micro-credentials sampled addressed an average of three GreenComp competences displaying low breadth of competences, with instrumental competences more present than value-based competences. Less than half used active learning pedagogies. A positive relationship (r = 0.43) was found between active learning and the number of embedded competences. Poor communication of competences and reliance on transmissive pedagogies challenge micro-credentials’ potential for transformative sustainability education. Tensions are apparent between the interrelatedness of sustainability competences and the narrow, instrumental focus of many micro-credentials. Active learning and improved transparency of competence communication may enhance their educational and transformational value. Originality/value To the best of the authors’ knowledge, this study is the first to analyse how sustainability competences and pedagogical strategies are embedded in a large data set of university-provided, publicly available European sustainability micro-credential course descriptions using the GreenComp framework between March and April 2025. This study contributes a novel understanding of the presence and teaching of sustainability competences within European micro-credentials.