Developmental Potential of Instructional Content

Abstract Book of the 10th International Conference on Teaching, Learning and Education

Year: 2025

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Developmental Potential of Instructional Content

Alketa Karameta

ABSTRACT:

This study introduces the concept of the “developmental potential” of learning content and reminds teachers that each learning unit (text, diagram, experiment, etc.) should not be seen only as a source of information, but as a potential space in which students build knowledge, procedural skills and attitudes. Based on the theories of Vygotsky, Bruner, Bloom, Gibson and von Glasersfeld, as well as the contemporary OECD and UNESCO framework for transformative education, a systematic method is proposed for identifying and assessing potential elements in different learning fragments. The methodology includes the analysis of SMART learning objectives, the creation of an assessment rubric and the creation of a “potential map” that supports teachers in planning activities to transfer the learning potential from learning fragments into active learning experiences. Concrete examples from the subjects of chemistry (redox reactions) and physics (Ohm’s law) illustrate how these potentials can be activated in practice through field observations, laboratory experiments and reflective tasks. The results show that by using a holistic approach (knowledge-skills-attitudes), teachers can encourage students to develop critical thinking, creativity and collaboration and thus meet the requirements of a competency-based curriculum. Finally, the need for specialized training, curricular flexibility and the development of digital tools to facilitate the implementation of this approach in schools is discussed. For future research, it is suggested to implement the proposed method in school practice and to evaluate its empirical impact on students’ key competences.

Keywords: Development Potential, Competency-Oriented Curriculum, Key Competences, Transformative Education.