From 11 to 15 November 2024, a workshop was held in Guatemala, designed to strengthen the transversal competencies of a group of INTECAP trainers and focused on promoting the comprehensive development of competencies through participatory and reflective strategies in the classroom.

During the event, participants explored innovative tools to integrate dynamics into their educational practice, prioritising meaningful learning and the cross-cutting development of technical, attitudinal and metacognitive competencies.

This workshop sought to promote knowledge on the comprehensive development of competences through participatory and reflective strategies in the classroom, which prioritise active learning over theoretical content. It also addressed the need to integrate participatory dynamics into the development of technical competences for the development of the transversal elements of competence; and reflective dynamics for the development of competences at the metacognitive level and in the attitudinal component. Activities were also developed linked to the identification and use of the opportunities that these dynamics generate for working on the transversal elements of competence.

The medology combined short presentations with participatory dynamics such as café-world, peer assistance and crowdsourcing. Participants worked with real cases, reflecting on their socio-educational contexts to ensure the applicability of the strategies.

The workshop responded to the challenges posed by the rapid adoption of technologies such as artificial intelligence and automation; developments that have changed the nature of work, requiring not only technical knowledge, but also human skills that enable people to adapt, solve problems and collaborate in interdisciplinary environments. In the framework of which the following results were achieved:

• Knowledge of integral learning: learning sequences or situations that promote the integral development of competences through participatory and reflective activities.
• Selection of appropriate dynamics: identification and selection of facilitation dynamics aligned with competence development objectives.
• Digital competences: differentiate and apply reference frameworks on digital competences of citizens, learners and trainers.
• Virtualisation analysis: examining key variables to assess the potential of virtualising or hybridising learning situations.
• Online learning design: approach to the development of learning sequences or situations in virtual or hybrid modalities, integrating participatory and reflective dynamics.
• Adaptation of dynamics: identification, localisation and adaptation of facilitation dynamics relevant to the professional context of the participants.