Involves integrating the development of social competences directly into the realisation of tasks within the course of study. In practice, this means pursuing two objectives at the same time: a substantive one (e.g. choosing a historical research method) and a social one (e.g. expressing one’s own opinions and responding constructively to the opinions of others). And upon completion of the assignment, the degree to which both objectives are achieved is assessed.
Integrating the development of social competences into the course activities taking place allows learners to apply the skills they learn in real-life contexts and social interactions, potentially making the learning outcomes more sustainable. This approach does not require learners to spend additional hours at university, which may result in a greater acceptance of choosing this model of social competence learning. The interdependent model of social competence development, however, carries some risks related to the imbalance between the content and interpersonal aspects of the assessed course tasks.