Spatial Reasoning Skills as a Universal Learning Outcome

Over the last decades, the importance of spatial reasoning skills in all areas of life, including education, has received increasing attention while at the same time recognizing the need for solutions to organize learning processes to foster spatial reasoning skills. Connectivism learning theory emphasizes the importance of an individual’s ability to navigate today’s information space in the learning process. According to Connectivism, to learn is to create a microsystem of personal learning within the macrosystem of society by creating a Personal Learning Environment to promote learning autonomy and self-regulated learning strategies. Implementing Universal Design principles in education provides a theoretical framework for an inclusive educational solution based on respect for each learner’s unique learning and strategies, as determined by innate abilities and experiences gained through interactions with the environment and society. This study aims to explore the possibilities of modeling the educational process using a Universal Design approach and principles in the context of Connectivism learning theory, focusing on spatial reasoning skills as a prerequisite for diversity and developing an organizational process-oriented model to foster spatial reasoning skills as a learning outcome. The developed model of study organization has been validated in a design study process; the results allowed for the creation and justification of recommendations for using the research results in other study programs and future research.