Innovative Education

The role of a trainer at EEC is to guide and motivate professionals in their learning process. More than mere transmitters of knowledge, our facilitators act as companions, supporting self-discovery and encouraging critical reflection.

Capable of building trusting relationships with participants, our facilitator-coaches ask questions that spark self-awareness and consciousness. Our goal is to enhance personal development, observing and encouraging each individual's potential beyond their current achievements.

No two people are alike, and we don't all learn at the same pace or in the same way

Addressing the personalization of learning means adapting educational strategies to each individual's differences.

At EEC, we use flexible approaches that allow participants in our programs and projects to follow a learning path that aligns with their personal needs and goals.

This includes the implementation of differentiated activities, the selection of appropriate resources, and the provision of individualized support. Personalization promotes individual autonomy and facilitates deeper, more meaningful learning.

Emotional Context

in the classroom

Without trust, there is no learning. At EEC, we create a safe environment where students in our programs can be themselves, show vulnerability, and make mistakes without fear of judgment. This atmosphere of trust and emotional support facilitates openness to learning and allows individuals to explore and develop their skills.

We foster an emotional connection between participants and facilitators to strengthen group cohesion and promote a climate of collaboration and mutual support.

A positive atmosphere, joy, and connection. Cultivating empowering emotions is key to motivation and effective learning. We spark curiosity, humor, and anticipation, foster optimism, and view mistakes as opportunities for improvement.

These practices help keep professionals in training motivated and engaged in their learning process.

We provide constant feedback and acknowledge individual progress to reinforce each person's confidence and self-efficacy.

Transferring learning to day-to-day situations. Challenge- and project- based learning allows to connect learning with real-world situations. These methodologies involve people in solving real and significant problems, increasing the relevance and applicability of the acquired knowledge.

The development of skills such as collaboration, communication and critical thinking are encouraged, since participants must investigate, plan and collaborate to develop a project or respond to a team challenge.

Collaborative work is a cornerstone of our educational approach. We distribute the classroom into small working groups to allow positive interdependence, the exchange of knowledge and mutual support.

This methodology allows not only to improve technical learning, but also promotes the development of socio-emotional skills, such as empathy, affective communication and conflict resolution. We foster a learning community where all professionals contribute and benefit each other.

Learning by doing,

DRAMA TECHNIQUES AND ROLE-PLAY

Action in the body. The “learning by doing” approach is a central part of our methodology. Through role-playing participants experience and practice real-life situations in a safe environment.

This methodology facilitates the understanding and retention of knowledge, since people learn by doing as well as by reflecting on our experiences. Dramatization and role-play also help to develop practical and behavioral skills, necessary for professional and personal development.

Encouraging critical and creative thinking is essential at EEC training. Through open questions, discussions and activities that challenge initial perspectives, we encourage independent thinking, questioning our common ways of thinking and finding creative responses to the challenges we face every day.

This approach not only improves problem-solving skills, but also helps develop a growth mindset, in which continuous learning and adapting to new challenges are valued and cultivated.

Assessment, metacognition and 

Feedback

We focus assessments on performing aligned to progressive learning for each participant rather than seeking for specific grades.

We combine this with metacognition, allowing participants to reflect on their own learning process and self assess their own progress.

We provide constant and constructive feedback, offering participants accurate information about their strengths and areas for improvement, and helping them adjust their learning strategies.

Information and Communication Technologies (ICTs) enrich the learning process. These tools facilitate access to digital resources, communication and online collaboration.

ICTs allow ad hoc learning and monitoring the participants' progress. The key is to use them for a techno-pedagogical purpose, that is, at the service of the learning process.