Behaviour Pedagogical Model
How Behaviour structures adult learning
This page sets out the pedagogical approach that underpins the way Behaviour organises training courses for adults: with practical relevance, progression, active participation and a clear link to the learner’s professional context.
The guiding approach to training at Behaviour reflects the way in which the Pedagogical Model is put into practice in adult learning. The focus is not only on content, but on the way that content is understood, contextualised and turned into the ability to act.
At Behaviour, courses are structured on the basis of our own programmes or official reference frameworks provided by authorised partners, and are organised in a way that supports relevant, progressive and professionally applicable learning.
The learner takes an active role in their learning journey, building understanding, consolidating knowledge and developing competences with autonomy, responsibility and participation. The trainer, in turn, guides, structures, challenges and facilitates that journey with pedagogical intentionality, clarity and a sense of practical application.
Guiding principles of adult learning
Behaviour recognises that experience is one of the richest foundations of adult learning. When faced with new challenges, professional demands or knowledge gaps, adults identify concrete needs and become more deeply engaged when they recognise value in the learning process.
Within this framework, course design and planning take the following principles into account:
- Need to know — adults engage more easily when they understand the usefulness and relevance of what they are going to learn.
- Self-concept and self-direction — adults value autonomy, responsibility and recognition of their role in decisions relating to their own journey.
- The role of experience — the learner’s personal and professional journey is a relevant resource for learning and for sharing in a training context.
- Readiness to learn — readiness to learn increases when there is a clear link to real situations, concrete responsibilities or day-to-day professional needs.
- Orientation to learning — adults tend to value applicable learning that enables them to become more competent and better prepared to respond to concrete challenges.
- Motivation — intrinsic factors such as achievement, self-esteem, professional satisfaction and personal progression play a relevant role in commitment to learning.
The role of the learner and the trainer
The learner is expected to show involvement, responsibility and commitment to their learning process. Through individual and collaborative work, processes of reflection, self-assessment, knowledge consolidation and the development of social and professional competences are promoted.
The trainer is expected to be able to guide the course, create context, stimulate participation, encourage critical thinking and ensure that learning progresses with clarity, rigour and practical relevance.
In this sense, the structure of the courses and the way they are planned always take into account how adults learn, as well as the factors that favour more robust, meaningful and lasting learning.
Behaviour aims to provide learning environments that promote participation, reflection, the valuing of experience and practical application, contributing to the acquisition and development of competences in a way that is consistent with the established pedagogical model and with the objectives of each training course.