Σχεδιασμός και ανάπτυξη e-course με τη μεθοδολογία project-based learning. Συναισθηματική νοημοσύνη και πολιτειότητα : πετυχαίνοντας τη συμπερίληψη και την ένταξη κατά την προετοιμασία των ενεργών πολιτών του μέλλοντος μέσω παιχνιδοποίησης. Σχέδιο μαθήματος για την Α' Δημοτικού

Βεργοπούλου, Σοφία

Design and development of an e-course based on project-based learning. Emotional intelligence and citizenship : inclusion and integration during the preparation of the active citizens of the future through gamification. A lesson plan for first grade primary school students

Master Thesis

Author

Βεργοπούλου, Σοφία

Date

2026-01

Abstract

This Master’s thesis focuses on the design and development of an E-Course for 1st Grade primary school students, based on the Project-Based Learning (PBL) methodology, with the aim of promoting inclusion within the school environment through the cultivation of emotional intelligence and active citizenship. The study responds to the contemporary need for learner-centered and experiential learning approaches that are aligned with the principles of inclusion and take into account the developmental characteristics of children in the early years of formal schooling. The suggested educational scenario integrates theoretically grounded pedagogical principles with contemporary educational tools, such as gamification, microlearning, and the use of multimodal resources, including visualosation, storytelling, music, and video. Through short, focused learning scenarios and simple project-based activities, children are encouraged to collaborate, express their emotions, make decisions, and actively participate in the learning process, within an environment designed to be as engaging and enjoyable as possible. Particular emphasis is placed on the creation of an emotionally safe and inclusive learning environment, in which every child is given the opportunity to participate according to their own learning style and individual abilities. The theoretical framework draws on principles, such as those of emotional intelligence and Social and Emotional Learning (SEL), which focus on the development of core competencies such as self-awareness, self-regulation, empathy, responsible decision-making, and positive interpersonal relationships (Goleman, 1995; CASEL, 2020). These competencies are considered critical during the early years of schooling, as they are directly associated with school adjustment, learning readiness, and the establishment of emotionally supportive and inclusive educational settings (Denham et al., 2012). At the same time, narrative, experiential, and multimodal pedagogical approaches are employed, that respond effectively to the developmental needs of first-grade primary school students. Storytelling, symbolic narratives and action-based scenarios function as means for understanding emotions and social situations (Kolb, 1984; Ntaka, 2021), while experiential learning enables children to actively engage in the learning process through play, collaboration, and first-hand experience. Furthermore, multimodality—through the use of visual elements, music, movement, language, and digital media—enhances accessibility and participation for all learners, taking into account diversity in learning styles and modes of engagement (UNESCO, 2017). The aim of the present Master’s thesis is not limited to the presentation of an educational scenario, but also seeks to highlight a pedagogical framework capable of supporting students’ holistic development, preparing them to become active, collaborative and emotionally literate citizens from the very beginning of their schooling.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

364

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/19375

Collections

Τμήμα Ψηφιακών Συστημάτων

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Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα