This guiding principle shapes the organisation of training, the role of the learner and the role of the trainer, allowing for a positive final assessment in terms of acquired competencies and practical outcomes in real-life contexts.

Learning oriented towards the learner’s experience

Although presented as a content-centred instructional model, courses are structured on the basis of programmes developed by Behaviour or by active partners, following an instructional approach in which the trainer plans how to stimulate changes that lead to the acquisition of competencies and enhance the impact of training in real-world contexts.

The learner, as an active individual, constructs their own knowledge by engaging and committing to their learning process, both independently and collaboratively.

Teaching situations are designed in accordance with programmes developed by Behaviour or with official programmes provided by active partners, but always planned according to how adults learn, throughout a learning pathway that leads to the acquisition and development of transversal competencies and specific competencies within the chosen field of knowledge.

We consider experience to be the richest source for adult learning.
When confronted with the absence of knowledge required to perform a given role or task, adults become aware of their needs and interests.

Our learners are motivated to learn by the need to act in real working contexts and by the personal satisfaction that learning brings to their professional lives.

We know that:

• Adults only engage in a training project if they recognise its relevance to their professional or personal life project – need to know.

• Adults need their attitudes and behaviours of self-direction to be recognised, as individuals responsible for their own decisions and lives – self-concept.

• Life experiences form the foundation of adult learning, and training practices should enable the sharing of experience – role of experience in learning.

• Adults are ready to learn when situations require knowledge that can be applied in their daily lives – readiness to learn.

• Adults engage in a learning project when it makes them more competent in performing their tasks and when those competencies are recognised – orientation to learning.

• Adults are motivated by intrinsic values such as self-esteem, job satisfaction and quality of life – motivation.

Learners are expected to take responsibility for their own learning process, guided by the trainer through individual and collaborative work. This approach fosters the development of metacognitive strategies, self-assessment processes and social competencies that encourage reflection and flexible thinking.

In this sense, the structure of courses and the way they are planned always take into account how adults learn, as well as the intrinsic and extrinsic motivations that support adult learning.

Our objective is to provide a learning environment that leads to the acquisition of competencies, in line with the established pedagogical model and the objectives of each course, promoting interaction, participation and the valorisation of experience. This contributes to meaningful learning, international certification and recognition, but above all to the development of critical thinking and autonomy throughout a lifelong learning journey.