The concept of incidental learning is a way to learn without knowing exactly what you are looking for. Typically, a group may have a goal in mind but not be sure of what learning is necessary to reach that goal. This kind of learning happens through conversation, rather than being formally taught. It’s more dialogical than a typical curriculum, and it’s more beneficial to students’ learning in the long run. However, this concept of incidental learning is difficult to apply in formal educational settings.
Inequality in education is the unequal distribution of academic resources, including school funding, qualified teachers, and the books and technologies available to help students learn. Historically disadvantaged or oppressed communities are particularly affected by this inequality.
Accessibility in education is a critical issue that must be addressed by educational institutions to ensure that every student can fully participate in the educational process. Without it, children with disabilities experience lower educational achievements and less economic participation. Fortunately, student activists are more aware of the rights of students with disabilities and are actively fighting for accessible educational practices. With increasing numbers of lawsuits against higher education institutions, student advocates are transforming the education environment for students with disabilities.
Acceptability of education has become an issue of global importance. It is a key factor to ensure that education is relevant and accessible to all. It is also vital to ensure that curricula are culturally appropriate. It is also essential that education prepares students to be successful members of society.
Impact of stress on learning
Studies have shown that academic-related stress is associated with negative effects on students’ mental health, academic performance, and well-being. This type of stress may lead to changes in lifestyle habits and decreased physical activity, all of which can lead to serious health issues. Furthermore, these students may be less motivated and more likely to drop out of school. As a result, academic-related stress costs governments billions of dollars each year. This narrative review aims to present the latest research on the impact of academic-related stress on students.
Montessori’s vision of ‘cosmic education’
Maria Montessori’s concept of ‘cosmic education’ focuses on developing children as a whole in relation to the world and their environment. This approach develops self-awareness and respect for others. Children from six to twelve years old are ideal candidates for this approach, as they are transitioning from a material level of understanding to an abstract level and are beginning to develop morals and values.
Council of Europe’s priorities for non-formal education
The Council of Europe has identified non-formal education as a priority area for 1998. These efforts are intended to improve the inclusion and active participation of young people, as well as their personal and social growth. Non-formal education is a key step in social inclusion, and has been recognised as a means to higher education and employment. The European Union and the Council of Europe have both taken measures to recognize and validate non-formal education, but further action is needed.