Innovative methods of education in social entrepreneurship

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Polissia national university

Department of economic theory, intellectual property and public administration

Innovative methods of education in social entrepreneurship

I. Lytvynchuk, Dr Econ. Sci., Professor

Annotation

Keywords: innovative pedagogy, pedagogical methods and tools, Social Entrepreneur School.

Анотація

Інноваційні методи навчання соціальному підприємництву

І.Л. Литвинчук, д.е.н, професор, професор кафедри економічної теорії, інтелектуальної власності та публічного управління, Поліський національний університет

Cтаття розглядає значення динамічної інноваційної педагогіки в контексті соціального підприємництва. Автор проаналізувала освітню програму Школи соціального підприємця Наукового Інституту Д-ра Яна-У. Сандала (Норвегія) та літературу з інноваційної педагогіки у сфері соціального підприємництва. В методичній частині статті порівняно таксономію для кластеризації інноваційних педагогік Європейського громадянського університету, рамкові ”Cs” стратегії OECP та методи та інструменти інноваційної педагогіки авторства Відкритого університету, які створюють збалансовану та ефективну екосистему навчання.

Доведено, що динамічна інноваційна педагогіка може розширити наше розуміння інновацій та педагогіки та може бути використана для покращення освітнього досвіду для соціальних підприємців. Дослідження показало, що традиційні методи навчання самі по собі недостатньо ефективні для підготовки студентів до складних викликів сучасного світу. Натомість, для того, щоб студенти здобували необхідні навички та здібності з самого початку, необхідно поєднувати різні дисципліни, виходити за межі базових знань та застосовувати інноваційні методи навчання.

У документі також підкреслюється важливість активного навчання, міждисциплінарних підходів та експериментальної освіти, які можуть допомогти учням розвинути критичне мислення, співпрацю та навички творчості, з огляду на те, що в довгостроковій перспективі інноваційні методи здатні зруйнувати межі класичної освіти.

Ключові слова: інноваційна педагогіка, педагогічні методи та засоби, Школа соціального підприємця.

Statement of the problem in a general form and its connection with important scientific or practical tasks

Social entrepreneurship has emerged as a powerful force for addressing some of the most pressing social and environmental challenges facing our world today. However, the effective education of social entrepreneurs has long been a challenge due to the interdisciplinary nature of the field and the evolving nature of the problems it addresses. In recent years, innovative methods of education in social entrepreneurship have been developed, which hold the potential to transform the way we teach and learn about social entrepreneurship.

Dynamic innovative pedagogy and learning methods are key components of this educational shift. These methods emphasize active learning, experiential education, and problem-based approaches that aim to foster the development of critical thinking, collaboration, and creativity in learners. These approaches are particularly well-suited to the complex, interdisciplinary challenges of social entrepreneurship, which require a holistic understanding of problems and the ability to work across disciplinary boundaries to create innovative solutions.

In this paper, we will explore the value of dynamic innovative pedagogy/learning methods in the context of social entrepreneurship education. We will examine the ways in which these methods can extend our understanding of innovation and pedagogy, and how they can be used to enhance the educational experience for social entrepreneurs. Through a review of the existing literature on innovative pedagogy and social entrepreneurship education, as well as case studies of successful educational programs, we will demonstrate the potential of these methods to transform the field and contribute to the development of a new generation of socially conscious entrepreneurs.

Overall, the emergence of dynamic innovative pedagogy/learning methods represents an exciting opportunity for educators, students, and practitioners in the field of social entrepreneurship. By embracing these methods and exploring new ways to teach and learn about social entrepreneurship, we can foster a more innovative, creative, and effective approach to addressing the world's most pressing social and environmental challenges.

Analysis of recent research and publications. There is a diverse range of sources on the topic of pedagogical innovation in education, with a mix of theoretical and empirical studies. The sources cover various aspects of innovation in education, including approaches to innovation, the importance of innovative pedagogies, the use of mobile pedagogies, and the motivation of educators to innovate.

The literature suggests that the traditional and rigid nature of educational institutions is a worldwide issue that needs to be addressed to meet the growing and ambitious global expectations for education systems. According to [2], innovation is essential to move beyond the comfort zone of the traditional and familiar.

Furthermore, the quality of the lived learning experience is considered to be one of the highest factors influencing learning and students' achievement. This is due to the authentic interaction of teachers and learners. The concept of innovative pedagogies involves designing, facilitating, and debriefing learning processes with an explicit call to imagination. The literature suggests that innovative pedagogies engage strategies, methods and tools that create a balanced and effective eco-system for learning while maintaining a reasonable focus on knowledge, skills, and attitudes [3].

One prominent illustration of innovative pedagogical approaches is evident in the OECD's “Innovative Pedagogies for Powerful Learning” [4] initiative. This project developed a framework based on the following four “Cs” components: Combinations (referring to pedagogical approaches), Content (pertaining to the subjects being taught), Connoisseurship (which denotes expert application of pedagogies), and Change (emphasizing the integration of innovative pedagogies into existing practices). The framework underscores the vital role of pedagogy and its implementation in facilitating effective learning outcomes.

The 2020 edition report from the Open University provides an overview of innovative pedagogies, exploring new forms of teaching, learning, and assessment for an interactive world. The report highlights ten new educational concepts, terms, theories, and practices that have the potential to provoke major shifts in educational practice. Titled "Innovating pedagogy," the report [5] features topics such as preparing for life and learning in the age of AI, confronting the relationship between humans and technology, using real-world data for personally relevant learning, addressing injustices in lives and society, learning and teaching through competitive virtual gaming, watching and interacting with short animations, using several senses to enhance learning, networked learning beyond the internet, and laboratory access for all. The report aims to guide teachers and policy makers in productive innovation by offering a comprehensive and insightful exploration of innovative pedagogies that can enhance learning experiences and outcomes for students.

The report titled “Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies” [6], published by the OECD's Centre for Educational Research and Innovation (CERI), outlines six innovative pedagogical clusters that bridge the gap between broad principles and specific teaching methods. These clusters are not mutually exclusive and can be combined in various ways. Blended learning, the first pedagogical cluster, is a novel approach that rethinks established routines and sequencing of student work and teaching to enhance understanding. This approach relies heavily on digital resources to optimize access to teacher expertise by reducing routine tasks. The report identifies three main forms of blending, which are the inverted flipped classroom, lab-based models, and “in-class” blending. The second pedagogical cluster is gamification, which aims to capture student interest by exploiting the features of games such as rapid feedback, badges and goals, participation, progressive challenge, narratives, identities, collaboration, and competition. These features can be used to foster self-regulation and develop abilities to handle complexity and the unfamiliar. Computational thinking, the third cluster, develops problem-solving skills by approaching challenges as computers would and using technology to resolve them. It involves techniques such as logical reasoning, decomposition, algorithms, abstraction, and pattern identification, as well as approximate solutions, parallel processing, model checking, debugging, and search strategies. This pedagogy envisions programming and coding as new forms of literacy. The fourth cluster, experiential learning, occurs through active experience, inquiry, and reflection. It has four main components, namely, concrete experience, reflective observation, conceptualization, and active experimentation. This approach depends on guidance and scaffolding to promote inquiry-based learning, education for sustainable development, outdoor learning, and service learning. The fifth cluster, embodied learning, looks beyond the purely cognitive and content acquisition to connect to the physical, artistic, emotional, and social aspects of learning. It promotes knowledge acquisition through creativity, expression, curiosity, sensitivity, risk-taking, and thinking in metaphors and multiple perspectives. The report identifies three main forms of embodied learning, which are physical culture, arts-integrated learning, and the construction of tools and artifacts.

The report also illustrates this approach through an example of teaching geometry through dance. Finally, multiliteracies and discussion-based teaching, the sixth pedagogical cluster, aims to develop cultural distance and critical capacities. This approach uses students' life experiences to create meaningful classroom activities, constructive critique to create distance from received knowledge, and encouragement of students to extend their horizons. Critical literacies deconstruct narratives by situating knowledge in its political, cultural, and authorial contexts. Class discussion becomes central in questioning ideas and dominant language. This approach depends on active teacher scaffolding. In conclusion, the six pedagogical clusters outlined in the report from the OECD's Centre for Educational Research and Innovation offer a range of innovative teaching approaches that can enhance the quality of education. Educators can choose to integrate different pedagogies in their teaching strategies to promote optimal learning outcomes.

The European Civic University has proposed a taxonomy for clustering innovative pedagogies, which can be utilized as a framework for better understanding the focus and characteristics of a pedagogical approach [7]. The development of this framework involved a flexible approach based on a common understanding of the concept and was partially inspired by grounded theory principles. The resulting taxonomy includes five clusters of innovative pedagogies, four of which are already defined, while the fifth cluster remains "free," without a specific description.

The first cluster, technology-based pedagogical innovation, includes a variety of approaches, such as online/digital tools like open educational resources, platforms like MOOCs, blended learning, online laboratories, and the use of artificial intelligence in education. It also includes augmented reality (AR) and virtual reality (VR) tools, virtual learning environments, multisensory learning labs, and open labs.

The second cluster, methodology-based pedagogical innovation, includes flipped/reverse/parallel learning and classroom approaches, experiential learning design, design thinking, and universal design. It also includes game/play-based learning. The third cluster, skill-based pedagogical innovation, focuses on cognitive and non-cognitive development, as well as transversal/transferable skills driven innovations and core professional skills. It includes learning analytics, making thinking visible, computational thinking, and learning experiences that address emotional and social development, cultural awareness, and empathy, among others. The fourth cluster, context-driven pedagogical innovation/real-world driven pedagogical innovation, includes community-based learning, service learning, project-based learning, and problem-solving. The final cluster includes innovative pedagogical approaches that do not fall within any of the other categories. It is important to note that this clustering model is intended to serve as a framework for better understanding the characteristics and focus of a given pedagogical approach and is not intended to be restrictive or rigid.

Despite the increasing use of the innovative pedagogical tools and expanding discussion about them [8-14], there is still a dearth of information on their application in teaching social entrepreneurship. Therefore, there is a need for more detailed coverage of this topic from both a methodological and practical point of view.

Formulation of the goals of the article (statement of the task). The main goal of the article is to prove the possibility of using innovative educational tools as a means of forming competencies in the field of social entrepreneurship.

dynamic innovative school social entrepreneur norway

Presentation of the main research material

Below, the article describes the case of the implementation of innovative methods in educational course on the topic of social entrepreneurship during the pedagogical practice in the The Social Entrepreneur School IBS, provided by Fil. Dr. Jan-U. Sandal Institute (Norway). The pedagogical internship involves a comprehensive study and application of innovative learning methods, which culminates in the candidate's role as an assistant professor responsible for delivering three themed lessons aligned with the Social Entrepreneur School IBS curriculum. The internship focuses on fostering independent learning for both the professor and the students, with an emphasis on achieving better results through individual talent and finding solutions beyond static frameworks. In addition to gaining knowledge in innovative learning methods, the candidate is also involved in administrative tasks.

The program is a mandatory component of the APEX Honorary Scientific Fellow Program, which requires graduation from the Social Entrepreneur School IBS. During the 2022 autumn semester, the intern works as an assistant to Professor Fil.

Dr. Jan-Urban Sandal at the Chemivtsi Schumpeter Centre at Yuri Fedkovych Chernivtsi National University in Norway, with an interactive component.

The internship encompasses 200 academic hours, including 20 lessons at the Social Entrepreneur School IBS and culminates in the presentation of a scientific report at a summit. The intern's activities involve lecturing on the three courses, each with a different topic, under the professor's supervision. Additionally, the intern writes three introductions, one for each lecture, and assists with pedagogical and administrative work. The program also requires individual study and practice of innovative learning methods, as well as support for students and group work.

As a part of the pedagogical practice program, it was obligatory to assist Professor Fil. Dr. Jan-Urban Sandal by organizing classes, forming working groups, and sending information materials. The intern also delivered three lectures on various disciplines within the Social Entrepreneur School IBS for its participants, namely the study course in social entrepreneurship, the study course in innovation management, and the study course in service vision management. Each lecture covered a different topic related to the course.

The Social Entrepreneur School IBS is an Executive Business Education program specializing in Social Entrepreneurship, Innovation Management, and Service Vision Management. The program is a full-time 20-week course that includes three independent courses, each with its predefined program and allocated hours for mastery. The courses, namely, SE-03-A, IM-03-A, and SV-03-A, are available on the Fil. Dr. Jan. - U. Sandal Institute website [1] and a manual designed for each student.

The educational elements of each course involve lectures, individual work, case study, and Q&A sessions. Participants must pass a final exam that includes a written task, oral exam, and group-based case study preparation and defense. Upon completion of the program, successful participants receive a certificate of completion. Those who complete all three courses receive a diploma from The Social Entrepreneur School IBS and a glass statuette, symbolizing the fragility and importance of maintaining the status of a graduate of the program throughout their lives.

International Study Course in Social Entrepreneurship SE-03-A gives extended knowledge about the social entrepreneurial process, both in existing businesses and start-ups. The need for help and empowerment of the weak and marginalized people in society has never been more challenging. Management of the social innovation process takes specific knowledge about the challenges and obstacles, that every individual and organization confront in the daily routine of business operation and process of development that characterize the post industrialized society. This course gives perspectives on innovation and entrepreneurship as power of transformation of the society. Students develop strategies for their own processes and projects. The course focuses on developing management skills that promotes the process of innovation (Table 1).

Table 1

Table 2

Література

1. IBS.

2. Approaches to pedagogical innovation and why they matter.

3. Mironov C., Ciolan L., Borzea A. Blended-learning - an effective tool for the professional development of higher education teachers. Leveraging Technology for Learning, 2012. Vol 1. Pp. 226-231.

4. Back to the Future of Education: Four OCED Scenarios for Schooling. Educational Research and Innovation. Paris: OECD Publishing, 2020.

5. Innovating Pedagogy 2020: Open University Innovation Report 8/ Kukulska-Hulme A. and others. London UK:The Open University Publishing, 2020. 48. p.

6. Paniagua, A., Istance, D. Teachers as Designers of Learning

Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation. Paris: OECD Publishing, 2018.208 p.

7. Ciolan L., Nedelcu A., Mironov C., Cartis, A. Innovative Pedagogies: Ways into the Process of Learning Transformation. Ixelles: CIVIC, 2021.

8. Averill R., Major, J. What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness - and connections with wellbeing. Educational Research, 2020. Vol. 62(2). Pp. 146-161.

9. Burden K., Kearney M., Schuck S., Hall T. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education,2019. Vol. 138. Pp. 83-100.

10. Lifelong Learning for Creativity and Innovation. Slovenian EU Council Presidency, 2008.

11. Ferrari A., Cachia R., Punie Y. Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC). Luxembourg: Office for Official Publications of the European Communities, 2009.

12. Gilbert A., Tait-McCutcheon S., Knewstubb B. Innovative teaching in higher education: Teachers' perceptions of support and constraint. Innovations in Education and Teaching International,2021. Vol.58. Pp.123-124.

13. Herodotou C., Sharples M., Gaved M., Kukulska-Hulme A. Innovative Pedagogies for the Future: An Evidence-Based Selection. Frontiers in Education, 2019. Vol. 4 (113).

14. Walder A. The concept of pedagogical innovation in higher education. Education Journal, 2014. Vol.3. Pp.195-202.

Reference

1. The official site of Fil. Dr. Jan. - U. Sandal Institute (2023), “IBS”

2. The official site of Brookings (2019), “Approaches to pedagogical innovation and why they matter”

3. Mironov, C., Ciolan, L. and Borzea, A. (2012), “Blended-learning - an effective tool for the professional development of higher education teachers”, Leveraging Technology for Learning, vol 1, pp. 226-231.

4. OECD (2020), Back to the Future of Education: Four OCED Scenarios for Schooling. Educational Research and Innovation, OECD Publishing, Paris.

5. Kukulska-Hulme, A., Beirne, E., Conole, G., Costello, E., Coughlan, T.,

6. Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Holmes, W., Mac Lochlainn, C., Nic Giollamhichil, M., Rienties, B., Sargent, J., Scanlon, E., Sharples, M. and Whiteblock, D. (2020), Innovating Pedagogy 2020: Open University Innovation Report 8, The Open University Publishing, London UK

7. Paniagua, A. and Istance, D. (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris.

8. Ciolan, L., Iucu, R., Nedelcu, A., Mironov, C. and Cartis, A. (2021), “Innovative Pedagogies: Ways into the Process of Learning Transformation”, CIVIC, Ixelles

9. Averill, R. and Major, J. (2020), “What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness - and connections with wellbeing”, Educational Research, vol. 62(2), pp. 146-161

10. Burden, K., Kearney, M., Schuck, S. and Hall, T. (2019), “Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review”, Computers & Education, vol. 138, pp. 83-100

11. European Commision (2008), “Lifelong Learning for Creativity and Innovation”. A Background Paper, Slovenian EU Council Presidency

12. Ferrari, A., Cachia, R. and Punie, Y. (2009), “Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching”, Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC), Office for Official Publications of the European Communities, Luxembourg

13. Gilbert, A., Tait-McCutcheon, S. and Knewstubb, B. (2021), “Innovative teaching in higher education: Teachers' perceptions of support and constraint”, Innovations in Education and Teaching International, vol. 58, pp. 123-124

14. Herodotou, C., Sharples, M., Gaved, M., and Kukulska-Hulme, (2019), “Innovative Pedagogies for the Future: An Evidence-Based Selection”, Frontiers in Education, vol. 4(113)

15. Walder, A. (2014), “The concept of pedagogical innovation in higher education”, Education Journal, vol. 3, pp. 195-202.

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