CREDO (Create.Rethink. Experience and Do). Finding new approaches for experimental learning environments to support vocational education.

The Erasmus+ project “Development of CREDO” aimed to explore third learning spaces and methods for professionals from Hamburg (Germany) and Eskilstuna (Sweden). The professionals work in the field...

The Erasmus+ project “Development of CREDO” aimed to explore third learning spaces and methods for professionals from Hamburg (Germany) and Eskilstuna (Sweden). The professionals work in the fields of education, social services and community development and want to jointly develop CREDO (Community, Resilience, Education, Development, Opportunities) as a concept to address the needs of their respective target groups. The aim of the activity was to find innovative approaches and further develop existing services.

1. analysis In the first phase of the project, the focus is on analyzing and elaborating the existing services in Hamburg and Eskilstuna. The experts will examine the existing programs, evaluate their effectiveness and identify areas for improvement. This phase is crucial to ensure that the development of CREDO builds on previous experience and takes into account existing structures. 2. target group research In the second phase of the project, the needs and wishes of the target groups are identified through interviews. The focus is on direct dialogue with the people who will benefit from the CREDO-based services. Qualitative interviews are used to gain a deeper understanding of the needs and desires of the target groups. This information is crucial for the design of the subsequent workshops and training courses. 3. preparation of the workshops The results of the analysis and research phase are directly used for the preparation of the planned workshops. The aim of the workshops is to develop innovative approaches based on the needs of the target groups.

Over the course of our project, our original objectives changed. Through extensive discussions in several online sessions, the focus shifted from the original target groups to teachers themselves. This shift led us to critically evaluate traditional teaching methods, particularly the linear learning model, which typically involves a unidirectional flow of information from instructor to student. We concluded that such approaches are increasingly inadequate to meet the diverse and dynamic needs of today's learners. Therefore, we argue for a paradigm shift towards interactive and learner-centered educational strategies. This development is in line with the broader educational discourse that advocates a transition from teacher-centered to student-centered learning environments. In these contexts, the role of the teacher is evolving from that of a mere imparter of knowledge to that of a facilitator who guides and supports learners in their learning process. This approach emphasizes active engagement, critical thinking and collaborative learning, promoting a more holistic educational experience.