In the context of the European Union (EU), “learning to learn” is often discussed as a key competence for lifelong learning, as part of the European Reference Framework of Key Competences for Lifelong Learning. 

• https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01) This document defines the key competences for lifelong learning in the EU, including the competence of “learning to learn”. It emphasizes the importance of this competence in fostering self-directed learning, adaptability, and cognitive flexibility in an evolving world.

• https://education.ec.europa.eu/education-levels/adult-learning/about-adult-learning This policy document focuses on promoting adult learning across Europe. It outlines strategies to encourage learning at all ages and stresses the role of self-regulated learning, a key component of the “learning to learn” competence.

• The Learning to Learn Competence: A Framework for Teaching and Learning in Higher Education” (2014) – European Journal of Higher Education – This article discusses how higher education institutions in Europe are incorporating “learning to learn” into their teaching frameworks. It explores pedagogical approaches, methodologies, and best practices for fostering this competence in university students. 

• Learning to Learn in Europe: A Survey of National Approaches” (2012) – Eurydice Report – This report provides an analysis of how “learning to learn” is being addressed in different EU member states. It looks at national curricula, teaching strategies, and educational reforms related to the development of this competence.

• https://www.cedefop.europa.eu/en Cedefop provides extensive resources on vocational education and training (VET), including reports, policy papers, and studies that focus on lifelong learning and the “learning to learn” competence.

• https://youth.europa.eu/strategy_en This strategy aims to promote the development of skills and competences in young people, with a particular focus on the key competence of “learning to learn.” It emphasises the importance of building self-awareness and critical thinking in youth education.