Critical emancipative learning: personal growth at the heart of education

Complexity and uncertainty as drivers of growth 

The Critical Emancipative Learning (CEL) project was initiated to transform educational practices by placing becoming - the continuous personal and professional growth of learners - at the very heart of the educational process. In professions such as healthcare and physiotherapy, technical skills alone are no longer sufficient. Students must also learn how to reflect, collaborate, and make decisions in uncertain situations.  

CEL responds to this need by framing complexity not as a problem to solve but as an essential driver of growth.  

Design of CEL: critical reflection and co-creation 

The CEL project is grounded in critical pedagogy and co-creation, inspired by educational theorists such as Paulo Freire. It emphasizes critical reflection, co-creation, and learning as a dialogue between teachers and students. The project followed an iterative, action-oriented approach: continuous ‘reflections in action’ (real-time evaluations during the learning process) enabled quick adaptation and co-design. A pilot in the physiotherapy Delta stream served as the foundation, after which CEL expanded through peer learning groups, workshops, practica, and expert meetings. 

 Various Information and Communication Technology (ICT) tools supported this innovative process, offering platforms for peer feedback, self-assessment and online collaboration. These tools made reflective practice and dialogue possible beyond the classroom. 

 The COVID-19 pandemic posed challenges but also accelerated innovation in this project. Students showed strong initiative by creating projects such as QuaranTrain, an international online community promoting health and well-being. Many also volunteered in intensive care units, directly applying CEL’s principles of agency, resilience, and collaboration. 

Key results of the CEL project 

 CEL was evaluated in the same way it was designed—through an iterative cycle of reflection and dialogue. This process produced several key results: 

•  Collaborative learning ecosystem: students and teachers created an environment that embraced complexity and encouraged collective learning.
• Enhanced student agency and creativity: students became more flexible, resourceful, and confident in taking ownership of their development. 

 The pandemic forced a shift to hybrid and online learning. Although maintaining engagement was difficult, it also offered opportunities for students to exercise creativity and agency. Students used digital platforms to collaborate, develop new projects such as ‘QuaranTrain’, supporting health and well-being online. Their adaptability demonstrated the effectiveness of CEL in preparing students for real-world uncertainty. 

Supportive environments and honest dialogues lead to successful implementation 

To replicate CEL, the project team stressed the importance of supportive environments. Honest dialogues among teachers about educational beliefs enhances the authenticity of the process. Teachers should act as influential others - mentors, facilitators, and role models - providing support and modeling reflective practices. Guiding learners through challenges, rather than shielding them, fosters resilience and adaptability, leading to successful implementation of the CEL framework. 

 The CEL framework continues to expand across various educational contexts, both within and outside HAN University of Applied Sciences. The framework has become a catalyst for other programs, such as Erasmus+ Health Equity (HEQED) and  Complexity Oriented learning Approaches (ECOLAH). CEL’s emphasis on becoming, co-creation, and navigating complexity offers a dynamic, adaptable model that supports learners in developing resilience and agency across disciplines. 

Relevante publicaties  

• Freire, P. (1970). Pedagogy of the Oppressed. Bloomsbury Publishing.
• Dall’Alba, G. (2024). Being and becoming through higher education: Expanding possibilities. Springer. https://doi.org/10.1007/978-981-97-2062-0
• Graven, M., Lerman, S. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Journal of Mathematics Teacher Education, 6, 185-194 (2003). https://doi.org/10.1023/A:1023947624004
• Curzon-Hobson, A. (2013). Confronting the Absurd: An educational reading of Camus’ The Stranger. Educational Philosophy and Theory, 45(4), 461-474. https://doi.org/10.1080/00131857.2012.718150
• Ostuzzi, F. (2017). Open-ended design: Explorative studies on how to intentionally support change by designing with imperfection. Ghent University. http://hdl.handle.net/1854/LU-8539015 

Producten en presentaties over dit project  

• Reframing Physiotherapy Education: Joyful Complexity and Comfortable, Workshop at Physiotherapy New Zealand conference 2024, https://pnz.org.nz/conference -  7 September 2024
• Development of new didactical frame, Physiotherapy department, Intern workshop København Professionshøjskole, Hillerød, Danmark https://www.kp.dk/uddannelser/fysioterapeut/fysioterapeut-hilleroed/ - August 2024
• Becoming physiotherapist, lessons from delta-stream, presentation, World Physiotherapy conference 2023, Dubai, UAE https://world.physio/sites/default/files/2023-11/WP2023-infographic-report.pdf  -June 2023
• Learning, joyful complex, comfortable uncertain, keynote at futures arena, Metropolia University, Helsinki, Finland Learning, joyful complex, comfortable uncertain, keynote at futures arena, Metropolia University, Helsinki, Finland https://www.metropolia.fi/en/about-us/news-and-events/futures-arena - May 2023
• Future sustainable practices, keynote at ENPHE seminar, Bergen Norway, https://www.enphe.org/en/events/enphe-seminar-2023-educating-physiotherapists-for-a-global-mindset - May 2023
• Togetherness based creation of learning communities, workshop at Western Norway University of applied sciences, Bergen (Norway) - September 2021
• Emerging Education Experiences, Emerging sessions  COVID-19 world Physiotherapy https://youtu.be/A9wPpavSNMM?si=2EnxZWR047rqeZ8u  - July 2021
• Re-thinking a becoming Journey, Guest lecture, MSc Module Learning and Assessment in Health Care Education, School of health, the University of Nottingham (UK) - April 2021
• Samenstandige leercommunity creëren, workshop at HAN University of applied sciences Fysiotherapie team - March 2021
• Co-creation of Knowledge in open Platforms, conversation Michael Rowe, Ben Ellis & Joost van Wijchen, ENPHE seminar 2021 (online), co-create the future https://www.enphe.org/2021/02/01/enphe-co-create-the-future-seminar-march-17th-to-20th/ - March 2021
• Podcast: Rebel Education Designer, Anarchy in the H.E. https://anchor.fm/roger-kerry/episodes/Episode-1-JOOST-van-WIJCHEN-Rebel-Education-Designer-etal9c - February 2021
• Empowering learners by Embracing a Complexity oriented learning approach, European Social Economy Summit Mannheim 202, Digital Education & training, https://www.euses2020.eu/exchange-events/january/ - January 2021
• Emergency session 5- Quarantrain – The Physiomatters Podcast https://open.spotify.com/episode/7meGaMee3VgRY5AYB70YlG - September 2020
• Education for Inclusiveness, 5th European Congress – physiotherapy Education, ER-world.Physiotherapy & ENPHE, https://kuleuvencongres.be/er-wcpt2020/programme - September 2020
• BJSM Blog QuaranTrain -online support for good health and well-being during the COVID-19 pandemic.  https://blogs.bmj.com/bjsm/2020/03/23/quarantrain-online-support-for-good-health-and-well-being-during-the-covid-19-pandemic/ - March 2020 

• Reform Physio Education, workshop team Physiotherapy, HU University of applied sciences, Utrecht (Netherlands) - January 2020