The UdG XXI Model aims to foster comprehensive learning of value to students.That requires studying the most suitable types of activities and methodologies for the in-depth, gradual and general learning that we desire, taking into account the scope of the general competences that have been defined.The SHEFCE project already proposes promoting the incorporation of service learning, problem-based learning, project-based learning, or challenge-based learning as learning methodologies.

The stand-out actions of this objective are to:

• Identify types of activities and methodologies that fit the UdG XXI Model
• Draw up a document with methodological criteria and psycho-pedagogical guidelines

The University of Girona has developed a Training Plan that includes specific training for new members of the teaching staff and an offer of ongoing education and training for the current teaching staff.The training is designed to offer ongoing support that takes technological, social and methodological changes into account.By way of example, training sessions can serve to tell lecturers about the university’s structures, resources and teaching tools, offer them strategies and resources for giving classes, and introduce them to the active teaching methods used and prioritised at the university.The Training Plan will have to be constantly revised to keep it in line with the UdG XXI Model objectives.

The stand-out actions of this objective are to:

Defining assessment criteria and methodologies consistent with the learning and types of activities envisaged in the UdG XXI Model is essential for ensuring that assessment processes and activities accurately reflect the educational objectives of this new educational model.The assessment system has to measure learning outcomes, both in terms of knowledge and the development of general competences such as critical thinking, teamwork, sustainability or the gender perspective, core values of the UdG XXI Model.Aligning educational and training activities with assessment criteria and methodologies must enable the in-depth, rigorous learning that the model promotes.

The stand-out action of this objective is to:

• Analyse the assessments that are most consistent with the UdG XXI Model and draw up assessment regulations in line with the Model