Through no borders learning, learn about how to support students and teachers in implementing self-directed learning and self-efficacy so that all learners (children or adults) grow their I CAN power and feel the satisfaction of owning their learning.
There is plenty of research on intrinsic motivation and its positive effects on learning and wellness yet schools have not yet largely applied those concepts.
Large amounts of research, policies and practices support the idea that developing emotional intelligence, non-cognitive skills and other transdisciplinary skills and dispositions in learners are probably the most important aspects in order to best prepare them for the unknown future and fast-changing world.
Those ‘soft skills’ are not mere additions to a portfolio; they significantly impact student success and allow for learners to exercise their agency to intentionally take control of their learning and their life.
The students we teach today are going to change jobs at a much faster rate than today’s workers so their needs are widely different than those from previous generations. In this context, are todays’ schools really preparing students for work and for life?
Most schools’ processes, strategies and systems rely on extrinsic motivation. When we play this game of school, we have some students on the winning streak and some students on the losing streak (especially those who suffer from “invisible disabilities” such as anxiety and depression).
If we reduce controlled motivation and increase autonomous motivation, we can make a significant difference in terms of both performance and wellness which should be a goal that schools would aim for.
The mission of no borders learning is to fill this “knowing-doing” gap and support schools in developing leaders’ and learners’ efficacy and agency and eventually develop everyone’s inner I CAN power.
–> Find out more about learners motivation here.