Abstract:

Undergraduate University teaching is known for effectively transmitting knowledge at a high level of conceptual understanding and abstraction, while vocational education and training focuses on developing practical skills tailored to specific professions. Currently, these two itineraries are planned separately, but we strongly believe that merging them is highly advantageous for students, as it allows for the development of both theoretical and practical competencies simultaneously. Programs, schedules, learning and teaching methods and approaches could be integrated, enabling students from different academic trajectories and areas to collaborate on projects that span multiple disciplines. In addition, one of the biggest challenges for future professionals is to deal with complex problems related to Sustainability in order to move the world towards best practices by bringing together different points of view and taking advantage of the different skills of the team members.

In view of the above, a trial program was implemented where students from various vocational education and training and university degree programs worked together to tackle a real-world challenge related to Sustainable Development Goals.

From the vocational education and training, catering students created gluten-free breads for individuals with celiac disease or gluten sensitivities and design students created its packaging, while marketing and advertising students developed a promotional strategy and web development students designed online platforms for the product. Undergraduate nutrition and dietetics students trained all participants on the importance of a gluten-free diet for individuals with celiac disease, emphasizing safety (absence of gluten and risks of cross-contact), nutritional balance, and social perspective to ensure inclusivity.

A method focused on challenges was employed to bring together teachers and students from vocational education and training programs and universities to collaborate within a network. The challenge prioritized sustainability in a comprehensive manner, focusing not just on safety, nutrition, and inclusivity, but also on environmental consciousness, local sourcing, and circular economy principles.

The students acquired both specialized skills and broader transversal skills, with special attention given to the importance of working across disciplines and collaborating as a team. Teachers also honed their abilities to guide groups of diverse students and implement innovative teaching approaches. The overall feedback for the experience was positive; however, areas for improvement were identified and plans for a better defined and structured implementation are already underway for the next course.

Keywords:

Network coeducation, sustainability, challenge based learning, University and Vocational Education and Training.