Abstract:

"Repetita iuvant" is a Latin phrase that translates to "repetition pleases" or "repetition aids." It expresses the idea that repeating something can be beneficial or enjoyable, often used in the context of learning or artistic expression to emphasize the value of going over material multiple times to better understand, memorize, or appreciate it. For centuries this approach was adopted in education: a necessary evil that was well aligned with the learning phase of life, the entry ticket to the workforce.

The evolving workplace preferences among millennials, characterized by a pronounced shift towards flexible work arrangements, represent a significant departure from traditional career trajectories. This generational shift is underpinned by a variety of factors including an emphasis on work-life balance, advancements in digital technology enabling remote work, economic challenges such as job scarcity and student debt, and a strong desire for meaningful employment that aligns with personal values. Additionally, the burgeoning gig economy offers unprecedented autonomy, prompting millennials to favor freelance opportunities and entrepreneurial ventures over conventional full-time employment. These preferences are compelling organizations to adapt their work cultures and policies to attract and retain this key demographic, signaling a broader transformation in the global labor market and workplace dynamics.

Challenge-based learning (CBL), particularly when integrated with industrial cooperation and open-ended problems, represents a transformative approach in educational methodologies, bridging the gap between theoretical knowledge and real-world application. This pedagogical strategy encourages active student engagement by involving them in solving practical, complex problems presented by industry partners. Such collaboration not only enriches the learning experience by exposing students to current challenges faced by professionals but also fosters innovation, critical thinking, and problem-solving skills. Moreover, by tackling open-ended problems, students are compelled to explore multiple solutions, collaborate in diverse teams, and develop resilience in the face of ambiguity and uncertainty.

To capture the value unlocked by new pedagogical approaches, current assessment methods are antiquate, disassociated with reality and ineffective. Whilst new approaches gloom on the horizon, such as microcredentials, these risk to be a replication of a well-known former historical strategy: "Divide et impera," a Latin phrase, translates to "divide and conquer" in English. This strategy involves breaking up larger concentrations of power into pieces that individually have less power than the one implementing the strategy. Empowering the learner, however, requires a wholesome approach rather than a fragmented one.

New technologies, such as Large Language Models and Artificial Intelligence, risk making any deliverable obsolete as computers could take over the bulk of the work from the learner. To align with 21st century skills, innovative pedagogies and the global rapidly changing landscape of employment, new assessment mechanisms capable of blending personal development, joy and creativity are needed. These must consider flexible career paths, deemed simply unconventional and dismissed a few decades ago. Together with innovative assessment methods, a fresh perspective on work-life balance is suggested.

Keywords:

Challenge based learning, education transformation, assessment methods, personal career contract.