BRAINERY MULTISENSORY LEARNING
A unique educational programme focused on the development of the potential of future and present leaders, which will teach them to understand human behaviour in greater depth, think more comprehensively, think critically and see the world around them in a more tolerant way.
The programme is based on the latest knowledge of behavioural sciences and neurobiology. It also implements the most effective forms of teaching, it engages all senses - MULTISENSORY, it is interactive, and it uses virtual reality and “game-based learning” certified tools.
This concept respects the fact that the ecosystem in which we develop given competence and skill is crucial for its development.
The unique spaces chosen by us are chosen not only with respect to aesthetics, but mainly with respect to supporting competences we aim to develop. The environment and the sophisticated use of individual elements of the environment can maximize the development of given competences.
Lecturer of the year 2018
The development of competences defined by us is crucial not only in our opinion, but in that of renowned world media like Fortune 500 and the Institute for the Future as well. In a globalised world overloaded with information, how can we identify what is useful and relevant and then maximise its use in an innovative way? We need to use critical and adaptive thinking to develop the ability to make the best choices. Faced with an information explosion, we need to learn how to work under cognitive overload and how to deal with issues such as focus, memory and stress. Increasing robotization is even beginning to threaten the middle-class, putting pressure on crucial skills: the development of creative thinking and innovation. These skills alone are no guarantee of success. The ability to sell yourself, your negotiation skills, your knowledge of behavioural science and your emotional and social intelligence all have a vital role to play.
TRIGGERS OF SOCIAL CHANGES
These phenomena form and radically change our society and they exert pressure to develop specific skills.
*Source, IFTF, Future Work Skills 2030