PEDAGOGICAL FRAMEWORK IN THE ONLIFE EDUCATION PARADIGM: a proposal for governmental auditing

Abstract

This article presents a framework designed to guide the creation of pedagogical practices in government auditing, grounded in the OnLIFE Education Paradigm. This framework is structured around three interconnected elements: the inventive connective ecosystem, the competencies to be developed, and the missions to be accomplished. These pedagogical practices are essential for education in government auditing, enabling students to develop an integrated understanding of the technical and behavioral competencies required by the profession. Supported by the OnLIFE Education Paradigm, the framework aims to co-engender human and non-human actors in the educational process, fostering interactions that encourage co-creation between these elements. Thus, the framework not only identifies a set of competencies but also establishes an ecosystem to developing these competencies through practical and collaborative missions. By proposing inventive pedagogical practices, this approach seeks to make government auditing education more adaptive and aligned with contemporary demands, enhancing inventiveness and critical thinking within the educational context.