PROGRESIÓN EVOLUTIVA DEL APRENDER A APRENDER EN LA UNIVERSIDAD

Abstract

This paper tackles the theme of Learning to Learn (L2L) from a theoretical perspective, with particular attention to its developmental trajectory in university students. Its starting point is an analysis of the International scientific literature, with L2L definitions in tertiary education, on the one side; on the other, the construction of the European framework of the Dublin descriptors, including L2L. The comparison between the scientific literature and the Dublin descriptors highlights the need for a profound revision and deepening of the latter in a developmental perspective, if the aim is to enable students with high levels of L2L competence for their university and professional trajectories, but also for success in their personal life.