Phenomenon-Based Learning and 21st-Century Skills in Finnish Education: Evidence-Based Innovation in an International Perspective

Veronika Bačová

doi:10.23925/1809-3876.2026v24e71827

Autores/as

Veronika Bačová University of Liberec - Czech Republic's https://orcid.org/0000-0002-0272-1640

DOI:

https://doi.org/10.23925/1809-3876.2026v24e71827

Palabras clave:

aprendizaje basado en fenómenos, innovación curricular, educación finlandesa, habilidades del siglo XXI, política educativa

Resumen

Este artículo analiza el Currículo Nacional Básico de Finlandia de 2014, implementado en 2016, que introdujo el aprendizaje basado en fenómenos y las habilidades del siglo XXI en la educación básica. Desde la perspectiva de la política basada en evidencias, la reforma destaca la colaboración entre educadores, investigadores y responsables de políticas. El aprendizaje basado en fenómenos, como proyectos interdisciplinarios centrados en problemas del mundo real, fomenta el pensamiento crítico y la motivación de los estudiantes. El artículo detalla cómo habilidades del siglo XXI, como la alfabetización digital y el trabajo en equipo, se integran en diversas asignaturas y examina los desafíos en su evaluación. También explora el papel cambiante del docente como diseñador instruccional. A pesar de sus fortalezas, la reforma enfrenta problemas como desigualdades en la financiación y el agotamiento docente.

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Biografía del autor/a

Veronika Bačová, University of Liberec - Czech Republic's

Doctor of Education. Department of Primary and Pre-Primary Education, Technical University of Liberec.

Citas

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