Embodied Centered Didactics and LifeComp Development in the School

The Life Comp Framework 2020, built upon Life Skills Education for School and the Key Competences for Lifelong Learn ing, presents a novel conceptual framework encompassing personal, social, and learning (learning to learn) competences and meta-competences. This framework serves as a valuable tool in fostering resilience and developing coping strategies to navigate the challenges and changes inherent in our ever-evolving world. In a society characterized by rapid transfor mations across all domains, schools also undergo continual metamorphosis and must innovate and refocus their edu cational efforts toward «educating tomorrow’s citizen to uncertainty.» The school environment plays a pivotal role in shaping beliefs, opinions, knowledge, attitudes, and habits that profoundly influence individuals’ personal growth, so cietal contributions, and overall development. Thus, schools offer an ideal microcosm for cultivating LifeComps. Lever aging the insights of the Embodied Cognition Theory, Embodied-Centred education aims to design educational pathways that provide meaningful experiences, fostering the acquisition of essential soft skills. These skills encompass cognitive, metacognitive, relational, communicative, emotional, and social dimensions, empowering individuals to confront diffi culties and embrace the future. This paper highlights how innovative Embodied-Centred methodologies, presented in experiential, playful, and engaging formats, nurture soft skills and personal strategies, enabling individuals to engage in learning-to-be, learning-to-live-together, and learning-to-live. By stimulating resilience and fostering coping mechanisms, these methodologies contribute to enhancing individuals’ well-being and that of others.