Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action. The European Commission has identified problem solving, and the ability to solve problems and work collaboratively as a main indicator of the transversal skills to be acquired as part of the key competences.
It is the view of the “SUPport of Problem-solving mentality in lifelOng leaRning for Trainers” SUPPORT consortium that adult learning consists of a an everlasting process of problem-posing and problem-solving, especially in the case of dealing with persons with low level of skills or qualifications where the learning environment is not only challenged by the knowledge to be acquired but has to deal with a variety of existing preconceptions, social exclusion, stereotypes, language barriers, cultural limitations and others.
Inclusion is in the core of the adult educator’s work, promise and challenge as it is quite factual that adult come into learning with rich experiences, cultural identities, preferences, and even bias and stereotypes. As it is we have identified inclusion as one exceptionally key concept in problem- solving mentalities for adult education. In the Learning Scenarios, that you can explore below, we have tackled multiple challenges that either the educators of the learners face in terms of creating an inclusive learning environment.