Twenty-sixth International Conference on Learning

Abstract

Problem-solving based on complexity and collaborative approaches is listed between the cores competencies needed for future professionals. Whereas values guide and influence personal behavior encompassing ethical aspects of solutions, they represent the essential foundation of problem-solving. However, most of the problem-solving models represent the rational economic approach, highlight only the procedural process of problem-solving and focus on the development of skills and competencies. The integration of moral issues, as well as values, is reflected in decision-making models. Researchers representing the classical approach to problem-solving do not emphasize learning. Meanwhile, neuroscience reveals new possibilities for problem-solving. The first possibility represents the development of four core pillars of learning. Second, such development encourages a deep approach to learning. The third possibility reveals that value-based decision-making (the latter is a part of problem-solving) is pervasive in nature. The lack of research in regard to the integration of values when solving problems allows for the formulation of the research question: When and how the learner should take into account values when solving a problem? Based on the literature review method this paper introduces the hypothetical framework grounded in evidence from neuroscience research. This framework enables the development of value-based problem-solving capability. The hypothetical framework is universal and can be implemented across different disciplines in higher education.