The European Council (informally EUCO) is a collegiate body that defines the overall political direction and priorities of the European Union. It is composed of the heads of state or government of the EU member states, the President of the European Council, and the President of the European Commission. The High Representative of the Union for Foreign Affairs and Security Policy also takes part in its meetings. Established as an informal summit in 1975, the European Council was formalised as an institution in 2009 upon the commencement of the Treaty of Lisbon. Its current president is Charles Michel, former Prime Minister of Belgium.
Active teaching-learning methodologies (MAEA) are characterized by valuing student participation in the construction of knowledge, making the learning process more autonomous, dialogical, contextualized and with the potential to transform reality. This paper is an experience report, with a qualitative approach, constructed by five master degree students and two professors from the Postgraduate Program in Clinical Management at the Federal University of São Carlos (PPGGC/UFSCar) who experienced a mandatory theoretical discipline called Curricular Activity of Educational Processes in Health (ACPES) in 2022. Objectives: Describe and analyze experiences and learning developed by master degree students at ACPES, through reflective portfolios constructed by the students themselves. Briefing of Experience: The methodological path had four moments: survey of documents related to ACPES and the portfolios of the five student authors; individual construction of a conceptual map about the experiences and significant transformations that occurred as a result of ACPES; selection of the three most evident and representative sets of experiences identified in the portfolios; and elaboration of a single conceptual map, bringing together the three sets of senses, meanings and values in relation to experiences, based on visualization in meaning cores. The analysis of the portfolios was guided by the theoretical frameworks of constructivism and resulted in three distinct categories: 1) Individual learning; 2) Learning in interpersonal relationships; and 3) Transformations in professional practice. It was observed that the process experienced in the AC produced motivation, responsibility, criticality, reflexivity and autonomy from an individual point of view. In the field of interpersonal relationships, the richness of diversity, construction of a space of empathy and acceptance for the consolidation of collaborative learning stand out. The transformations in professional practice are the highlight of this work, which reports actions to qualify the work processes of master's students. Conclusions: The organized and expressed subjectivities produced reflections on the MAEA that retrace previous theories in each discourse, rebuilding what we know as Active Methodologies and their potential to transform reality.
This study aims to critically explore the impact of peer learning on conceptual understanding in online engineering education. By leveraging current peer-reviewed articles, the research provides an extensive analysis of the efficacy, variations, and challenges of peer learning approaches in virtual engineering classrooms. A comprehensive systematic literature review (SLR) methodology is used in the study, adhering to PRISMA for transparent identification, screening, and assessment of suitable studies. The major databases searched for articles were PubMed, Scopus, and Google Scholar. The inclusion criteria were peer-reviewed articles published from 2015 to 2025, in the English language, and aligning with the scope of this study. The selected articles were then analyzed using a thematic analysis approach to identify patterns related to peer learning approaches like peer instruction, collaborative projects, and discussion forums, improving the conceptual gains of engineering students. Comparative findings were drawn from these parameters related to the study. Based on the extensive review and analysis of literature, a conceptual framework is presented in this paper, highlighting the relationships between peer learning approaches and their implications for online pedagogy. Recommendations focused on optimization of peer learning structures for the online environment in engineering and identifying support mechanisms for diverse learning groups. The review also identified research gaps, promoted adaptive peer learning models and longitudinal studies, and significantly contributed to the advancement of inclusive and effective online engineering education.
