CONTEXTUALIZING MIGRATION AND INEQUALITY: A CASE FOR CHALLENGE-BASED LEARNING IN HIGHER EDUCATION
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Abstract
Denna artikel reflekterar över integrationen av ett utmaningsbaserat lärande (UBL) i en kurs på kandidatnivå, andra året, vid Malmö universitet. Den argumenterar för att CBL, genom att engagera studenter i verklighetsbaserad problemlösning med lokala intressenter, kopplar teori och praktik, stärker disciplinära kunskaper och utvecklar kritiska, kreativa och medborgerliga kompetenser. Denna pedagogiska inriktning främjar djupare engagemang och ger studenter möjlighet att aktivt bidra till demokratiska samhällen, en väsentlig färdighet i en tid då akademisk frihet och kritiskt tänkande i allt högre grad hotas.
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Detta verk är licensierat under en Creative Commons Erkännande-IckeKommersiell 4.0 Internationell-licens.
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