Abstract
Contemporary debates in higher education highlight the need for pedagogical models that equip students to navigate complexity, uncertainty, and rapid societal change. Concepts such as self-directed learning, co-production of knowledge, and participatory governance have been advanced as pathways toward more reflexive and future-oriented forms of education. Against this backdrop, Lucerne University of Applied Sciences and Arts has launched the Bachelor of Science in Social Work – New Concepts and Innovation. Unlike conventional curricula, this program does not primarily focus on content delivery but on enabling transformative learning experiences through six guiding principles: self-organization, shared responsibility, agile practice orientation, future-oriented innovation, reflexivity, and emancipatory education. Central to its design is a sociocratic governance structure where students, faculty, and practitioners co-decide on curriculum, organization, and resource allocation. The presentation will outline the rationale and implementation of this pioneering degree and reflect on the potentials and tensions of embedding such an approach within established academic frameworks. Rather than providing empirical evaluation, it seeks to foster dialogue: How might self-organized and participatory learning resonate across different institutional and cultural contexts? By engaging with participants’ own research and experiences, the session aims to collectively explore how higher education can nurture innovation, reflexivity, and sustainability in professional education.
Presenters
Stephanie WeissProfessor, School of Social Work, Lucerne University of Applied Sciences and Arts, Switzerland Peter A. Schmid
Professor, Social Work, University of applied science Lucern , Luzern (de), Switzerland
Details
Presentation Type
Theme
KEYWORDS
Self-directed learning; Co-production; Participatory governance; Reflexivity; Social work education; Future-oriented
