Abstract:

For decades, educational systems worldwide have been shaped by a traditional and rigid approach to its teaching structure. Although these models offered stability for many years, they have increasingly been called into question and, in many cases, replaced because they are no longer effective in the face of technological and pedagogical innovations and do not respond to the social and economic changes faced by professionals in the 21st century.

In this context, collaborative learning has gained prominence as a teaching tool that promotes active student participation and is known as a methodology that supports the development of competencies related to innovation, critical thinking, self-reflection on one's own learning, and problem-solving skills. However, its execution is not always successful, since collaboration involves more than bringing people together and assigning a task. Effective collaborative learning requires intentional planning, particularly when it comes to team composition.

Identifying students' personalities is crucial in collaborative learning because it makes it possible to understand the individual differences of each member and supports the formation of geneous teams that focus on complementary strengths. Such intentional grouping can significantly enhance the quality of group interactions and, consequently, the learning experience.

This research paper presents qualitative findings derived from a series of collaborative work activities conducted with both university and high school students. Prior to these activities, students’ personality types were identified using the TETRAMAP assessment, which associates individuals with the elements of nature: Earth, Air, Water, and Fire. Teams were then intentionally formed to ensure heterogeneous composition based on these profiles, and the study was complemented by the theory of the four temperaments.

Surveys and interviews served as the primary data collection instruments and were used to examine students’ experiences. The analysis indicates that the outcomes of these activities improved when teams were formed heterogeneously. That is, when each team is represented by the presence of the four elements of nature.

The study was conducted with students enrolled in an educational model centered on competence development and challenge-based learning. It can be observed that the consistent application of the model’s key principles shows that teams perform better when they include profiles focused on goals and results (Earth), analysis and planning (Air), collaboration and relationships (Water), and inspiration and motivation (Fire).

Results related to students’ perceptions of increased self-awareness, stronger contributions to team results, the production of higher-quality proposals in shorter time frames, and greater ease of integration into collaborative work teams are presented.

Keywords:

Collaborative learning, Educational Innovation, Challenge-based learning, Life-Long Education.