The school task as a third space between transversal and disciplinary competences

In the complex contexts of contemporary society, learning design enables teachers to make the teaching-learning process visible (Hattie, 2023; Laurillard, 2012). This visibility serves to share purposes, motivations, and objectives with students, and to create a structured space of action that lends coherence to longitudinal interventions. Designing also involves clarifying the processes that teachers intentionally aim to develop throughout the school year to achieve competence goals aligned with the class level and the status of the relevant discipline.