Teaching Life Competences 1 – Shaping Lifelong Learners through Self-Regulated Learning

More than one week
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Course details

The world we live in is changing fast, and life is becoming increasingly complex and uncertain. Technologies play an increasingly important role, while new work models are surging fast. Employers are looking for flexible workers who can easily update their skills and the COVID-19 outbreak has highlighted the need to be able to adapt quickly to new working, social and learning conditions. 

The European Commission has developed a unique framework, called LifeComp, which maps the key competences required to deal with complexity and thrive in the fast-changing world.

The course of “Teaching Life Competences 1 – Shaping Lifelong Learners through Self-Regulated Learning” is the first of a series of courses where we explore the different areas of the Life Competences framework. This first course focusses on the area of ‘Learning to Learn’ of the LifeComp Framework. In particular, the course targets teachers who want to shape lifelong learners through self-regulated learning skills. Self-regulated learning skills will allow students to better plan, organise, monitor and review their own learning, while being aware of the role of their emotions and motivation. It is certainly worth mentioning that the promotion of self-regulated learning has been proved to be one of the most effective practices teachers can introduce to improve academic performance and motivation.  

The course is divided into four modules, focusing on self-regulated learning, teaching practices and examples teachers can benefit from.


  • Start date: Monday 4 April 2022
  • End date: Wednesday 11 May 2022
  • Workload: 3 hours per week (12-15 hours in total)

Target audience

Teachers of all levels and subjects who are interested in the concept of lifelong learning and want to promote self-regulated learning practices in their classroom.

Learning objectives

  • To introduce participants to LifeComp Framework and more specifically, the ‘Managing Learning’ area as part of the ‘Learning to Learn’ area. 
  • To provide participants with a thorough understanding of what self-regulated learning is (and what it is not). 
  • To help participants reflect about their current knowledge, beliefs and practices concerning self-regulated learning. 
  • To equip participants with teaching practices that promote self-regulated learning in the classroom. 
  • To help teachers better understand and further improve the effectiveness of their current SRL promotion.  
  • To reflect on the challenges of promoting self-regulated learning in the classroom and ways to overcome them. 
  • To learn more about the assessment of self-regulated learning and discover related activities. 
  • To reflect about participants’ own self-regulated learning and identify strategies to manage their own learning more effectively 
  • To develop a learning activity focussing on the development of self-regulated learning to be assessed by other peers

Offered by

This content is offered by the European Commission. The European Commission is the European Union's politically independent executive arm. It is alone responsible for drawing up proposals for new European legislation, and it implements the decisions of the European Parliament and the Council of the European Union.

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Schedule

  1. How this Course Works
  2. Module 1: What is Self-Regulated Learning?
  3. Module 2: Developing Self-Regulated Learning Skills – 1
  4. Module 3: Developing Self-Regulated Learning Skills – 2
  5. Module 4: Peer Review

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