Awareness and expression of personal emotions, thoughts, values, and behaviour.  Self-awareness is fundamental for self-regulation since it allows identifying promptly unwanted responses, making it easier to prevent and control undesired outcomes.

Understanding and regulating personal emotions, thoughts, and behaviour, including stress response. The deployment of strategies to attend and regulate emotions helps achieve better performance in personal, educational, and professional settings.

Nurturing optimism, hope, resilience, self-efficacy, and a sense of purpose to support learning and action. A sense of personal purpose enhances the motivation to actively pursue long-term goals.

Readiness to review opinions and courses of action in the face of new  evidence. Intellectual interest and curiosity are needed to be able to explore new situations with openness; so too are the capacities to negotiate and to weigh up different points of view.

Understanding and adopting new ideas, approaches, tools, and actions in response to changing contexts.  Being flexible means having an
attitude of openness to novel ideas, tools, or ways of doing things, and being able to deal with uncertainty.

Managing transitions in personal life, social  participation, work and learning pathways, while making conscious choices and setting goals. The ability to proactively look for opportunities, learn continuously, understand and adapt to changes, will represent a competitive edge
for citizens.

Awareness that individual behaviour, personal characteristics and social and environmental factors influence health and wellbeing. Individuals need to be aware of the impact that many different factors may have on personal health, wellbeing, and life satisfaction.

Understanding potential risks for wellbeing, and using  reliable information and services for health and social protection.  Citizens need to understand the dangers of trusting and sharing false information on health, since it may undermine medical advice, publicise harmful therapies or cause unjustified alarm.

Adoption of a sustainable lifestyle that respects the environment, and the physical and mental wellbeing of self and others, while seeking and
offering social support.   Adopting a systemic approach is needed to consider the interdependence of one’s own and others’ health and wellbeing, as well as safeguarding healthy environments.

Awareness of another person’s emotions, experiences and values. Acquiring abilities to read nonverbal cues like the tone of voice, gestures, and facial expressions is key for developing empathy.

Understanding another person’s emotions and experiences, and the ability to proactively take their perspective. Training own self-awareness and self-empathy enhances the ability to understand others and to reduce personal distress when confronted with others’ feelings.

Responsiveness to another person’s emotions and experiences, being  conscious that group belonging influences one’s attitude. Educational interventions aimed at increasing the ability of perspective-taking, developing self-awareness, and providing positive experiences of otherness help in developing empathy.

Awareness of the need for a variety of communication strategies, language registers, and tools that are adapted to context and content. Individuals need to learn modulate their messages, taking into account the audience, the kind of relationship with the speaker, the context in which the communication takes place, its purpose, and the tools that will convey the message.

Understanding and managing interactions and conversations in different socio-cultural contexts and domain-specific situations. For individuals to engage in communication in multi-cultural settings, they need to develop an attitude of openness and respect for cultural otherness

Listening to others and engaging in conversations with confidence, assertiveness, clarity and reciprocity, both in personal and social contexts. Effective listening underpins positive human relationships. It entails listening to the whole message, respecting turn taking, especially when the topic causes strong opinion.

Intention to contribute to the common good and awareness that others may have different cultural affiliations, backgrounds, beliefs, values, opinions or personal circumstances. Individuals need to learn not only to cope with diversity but also to take advantage from it by collaborating and creating synergies.

Understanding the importance of trust, respect for human dignity and equality, coping with conflicts and negotiating disagreements to build and sustain fair and respectful relationships. To cope with conflicts, individuals need to learn how to gather and exchange information to identify underlying problems, look for alternatives, evaluate their implications and be open about one’s preference to select solutions.

Fair sharing of tasks, resources and responsibility within a group taking into account its specific aim; eliciting the expression of different views and  adopting a systemic approach. The greater the capacity of the group’s members of understanding others’ feelings and perspectives is, the greater the group’s collective intelligence and its capacity to successfully accomplish tasks will be.

Awareness of and confidence in one’s own and others’ abilities to learn,  improve and achieve with work and dedication. Educators and learners need to value the process of learning, the variety of the strategies employed, perseverance, learning progress, and effort.

Understanding that learning is a lifelong process that requires openness, curiosity and determination. Learning throughout the lifespan requires an attitude of willingness and openness to learning from each interaction and experience.

Reflecting on other people’s feedback as well as on successful and  unsuccessful experiences to continue developing one’s potential. Dealing with setbacks, failure and negative feedback and learning from it, enables to move forward effectively.

Awareness of potential biases in the data and one’s personal limitations, while collecting valid and reliable information and ideas from diverse and reputable sources. Individuals need to be aware of the possibility of dealing with misinformation and willing to factcheck a piece of information and evaluate the credibility of a source.

Comparing, analysing, assessing, and synthesizing data, information, ideas, and media messages in order to draw logical conclusions.  Deploying critical thinking requires testing the robustness of arguments and thoughts to identify possible biases.

Developing creative ideas, synthesising and combining concepts and  information from different sources in view of solving problems. Creativity enables individuals to question assumptions, reevaluate problems considering different variables and to take sensible risks. Being persistent, collaborative, and disciplined sustain creativity.

Awareness of one’s own learning interests, processes and preferred strategies, including learning needs and required support. Learners need to be aware of their learning dispositions and preferred learning strategies but also of their attitudes and values.

Planning and implementing learning goals, strategies, resources and processes. To monitor a learning activity, learners need to be aware of their comprehension and performance while executing the learning task, to persevere in a successful learning strategy or to modify one that is not working.

Reflecting on and assessing purposes, processes and outcomes of learning and knowledge construction, establishing relationships across domains. As learners improve in their comprehension of the learning processes, they will be able to recognise that learning activities in different domains are similar, and therefore the same strategy can be transferred and applied across different areas.