As part of the PROMISE project, we carried out an international empirical study to explore how Professional Noticing supports the development of entrepreneurial competences in higher education and vocational learning. Our Findings Report, Developing Entrepreneurial Competences Through Professional Noticing, brings together evidence from this work and reflects on how Professional Noticing works in practice PROMISE Findings Report.
The study involved students and educators across Austria, Finland, Ireland and Spain, using a mixed-methods approach that combined student surveys with educator interviews. We examined how Professional Noticing supports key competences from the European EntreComp framework, including learning through experience, creativity, reflection and decision-making PROMISE Findings Report.
Our findings show that Professional Noticing supports a wide range of entrepreneurial competences across disciplines and learning contexts. Students reported increased confidence in reflecting on their actions, making sense of complex situations and connecting theory with practice. Educators highlighted the value of Professional Noticing as a clear and flexible framework that supports learner engagement and reflective teaching PROMISE Findings Report.
The report also identifies challenges, including the need for time, scaffolding and institutional support to embed Professional Noticing sustainably. These insights help inform how the approach can move from pilot activity to wider practice.
👉 Find out more by exploring our Findings Report and discovering how Professional Noticing can support competence-based learning across Europe.
In the PROMISE project, we see Professional Noticing as more than a theoretical concept. Our aim is to translate it into practical, usable learning experiences for educators and students. The PROMISE Open Educational Resources (OERs) are a key project output that supports this goal by helping teachers across disciplines make noticing an explicit and teachable part of higher education.
Our OER collection includes a wide range of resources designed to support the development of professional noticing and entrepreneurial competences. These resources cover different types of learning activities, including observation tasks, reflective exercises, discussion prompts and applied case work. All are designed to help learners notice what matters in real or realistic situations, interpret what they observe and use this insight to inform decisions.
A central strength of our OERs is that they are open and flexible. We have deliberately designed them to be freely accessible and adaptable so that educators can use, modify or combine them to suit their own teaching contexts. This approach reflects our commitment to inclusive and learner-centred education, as well as wider European priorities around open pedagogy and resource sharing.
By embedding professional noticing into structured learning activities, our OERs support a move away from purely content-driven teaching. Instead, they encourage active engagement, reflection and discussion. Students are prompted to observe situations carefully, consider multiple perspectives and connect theory with practice. These skills are closely linked to entrepreneurial thinking, such as recognising opportunities, understanding stakeholder needs and responding to uncertainty.
For educators, our OERs provide practical support for designing learning experiences that connect academic content with real-world contexts. They can be used in workshops, seminars, group projects, simulations or blended learning environments. Because the resources are open, they can also be adapted to different disciplines, institutional priorities and student groups.
Through our PROMISE Open Educational Resources, we offer a flexible and practical toolkit for anyone who wants to introduce professional noticing into higher education teaching. They are designed to support innovation in learning design while remaining accessible and easy to use.
To find out more head to https://professionalnoticing.eu/promise-open-educational-resources/
Noticing does not emerge suddenly in adulthood. It develops gradually over time, shaped by early experiences and reinforced through education and professional practice. Research across education shows that observation, reflection and curiosity in early learning form the groundwork for the more complex forms of noticing required in professional contexts later in life.
In early years education, observation is central to how children learn. When children are encouraged to look carefully, describe what they see and ask questions, they begin to develop habits of attention and meaning-making. These habits help them move beyond surface observation towards interpretation and explanation. Over time, this supports learning in areas such as science, problem-solving and critical thinking.
Research highlighted by the British Educational Research Association shows how observing nature can support children’s understanding of scientific concepts and patterns. The focus is not simply on seeing, but on noticing change, relationships and cause and effect. This kind of guided observation helps children develop early analytical skills that are relevant far beyond science education.
As learners progress through school and into higher education, noticing becomes more structured and discipline-specific. Students are expected to interpret data, analyse situations and apply theoretical concepts to real or simulated problems. However, research suggests that many learners struggle at this stage because noticing is often assumed rather than taught. Students may have knowledge, but lack support in recognising what is important in complex tasks or unfamiliar situations.
This is where noticing connects closely with metacognition — the ability to reflect on one’s own thinking processes. Learners who can examine what they focus on, what they overlook and why, are better able to adjust their approach when faced with new challenges. Metacognitive awareness supports deeper learning by helping students become more intentional and reflective in how they observe and interpret information.
In professional life, noticing becomes a key part of lifelong learning. Professionals regularly face new technologies, changing expectations and unpredictable situations. Those who can notice subtle changes, emerging issues or unspoken dynamics are better equipped to respond effectively. This ability supports not only day-to-day performance, but also long-term professional growth and adaptability.
Higher education has a critical role in supporting this development. By designing learning activities that make noticing explicit and open for discussion, educators can help students build habits that last beyond graduation. Observation tasks, reflective journals, video analysis and real-world case work all help learners practise noticing in structured and meaningful ways.
Across the lifespan, noticing connects experience with understanding. When learners are supported to develop this skill from early education through to professional practice, they are better prepared to act thoughtfully and confidently in complex environments.
To follow along on our project, join our LinkedIn Page and keep up to date here https://professionalnoticing.eu/
In education, noticing plays a critical role in effective teaching. Teacher noticing refers to a teacher’s ability to observe what is happening in the classroom, interpret students’ thinking and behaviour, and respond in ways that support learning.
Classrooms are busy environments. At any moment, a teacher may be managing content, time, behaviour and emotional dynamics. Research shows that what distinguishes effective teachers is not how much they do, but what they notice within this complexity.
Educational researchers often describe teacher noticing as having three connected elements: attending to key events, making sense of what they mean, and deciding how to act. This framework helps explain why noticing is not automatic. Without guidance, teachers may focus on surface behaviours rather than underlying learning processes.
An accessible overview of teacher noticing and its impact on responsive teaching can be found here:
https://www.ctd.northwestern.edu/blog/teacher-noticing-promotes-responsive-personalized-instruction
Studies show that when teachers develop noticing skills, they are better able to recognise students’ misconceptions, emerging ideas and emotional states. This allows them to adapt instruction in real time rather than following rigid lesson plans. As a result, teaching becomes more responsive and inclusive.
Teacher noticing is also closely connected to equity. Research suggests that without reflective noticing practices, teachers may unintentionally focus attention on a limited group of students. Developing noticing skills helps educators become more aware of whose voices are heard, who is struggling quietly, and how classroom interactions affect participation.
Recent discussion in professional education highlights noticing as a learnable competence rather than an innate talent. Structured activities such as video analysis, guided observation and collaborative reflection can help teachers improve how and what they notice
These approaches are relevant beyond teacher education. The principles of noticing — attending, interpreting and acting — apply to any profession where decisions are made in interaction with others. This is why teacher noticing research provides valuable insights for the PROMISE project and its focus on transferable professional skills.
To follow along on our project, join our LinkedIn Page and keep up to date here https://professionalnoticing.eu/
Across many professions, from education and healthcare to business and engineering, one skill repeatedly appears in research on expertise: the ability to notice what matters in complex situations. Noticing is not simply about seeing more. It involves recognising what is significant, interpreting it using professional knowledge, and deciding how to respond.
Research into professional noticing shows that experienced practitioners differ from novices not because they know more facts, but because they see situations differently. They can quickly identify patterns, spot early signs of change, and filter out irrelevant information. This ability allows them to act with confidence in uncertain or fast-moving contexts.
In higher education, this insight is important. Many programmes focus on transmitting knowledge, but less attention is paid to how students learn to recognise meaningful cues in real situations. Studies suggest that without structured opportunities to practise noticing, students struggle to transfer what they have learned into practice.
One influential paper, Toward a Pedagogy for Professional Noticing, argues that noticing should be treated as a core learning outcome rather than a by-product of experience
The authors explain that noticing can be taught through carefully designed activities that combine observation, reflection and discussion. This aligns closely with the aims of the PROMISE project.
Work-based learning research also highlights the role of noticing in professional judgement. In workplace settings, learners are often surrounded by competing demands and information. Those who can notice subtle cues — such as shifts in team dynamics or early signs of risk — are better equipped to respond effectively. A study from the University for Continuing Education Krems shows how noticing supports reflective learning in professional contexts
Noticing is also closely linked to decision-making. Research in organisational studies suggests that poor decisions are often not caused by a lack of data, but by a failure to notice what is relevant at the right moment. Developing noticing skills helps learners slow down their thinking, question assumptions, and base decisions on observed evidence rather than habit.
For higher education institutions, this research sends a clear message. If graduates are expected to operate in complex, unpredictable environments, they need more than subject knowledge. They need structured ways to practise noticing, interpreting and acting. Embedding professional noticing into curricula supports this goal and helps bridge the gap between theory and practice.
To follow along on our project, join our LinkedIn Page and keep up to date here https://professionalnoticing.eu/
The PROMISE partners meeting in Madrid was a great collaboration of partners, especially with our deep exploration of the Professional Noticing (PN) model. This model offers a structured approach for educators, allowing them to observe and respond to students' needs more effectively. Our discussions have centred on how to implement this methodology in Higher Education Institutions (HEIs) and Vocational Education and Training (VET) settings, with the ultimate goal of enhancing students' entrepreneurial competencies through Professional Noticing.
The PN model is particularly beneficial for developing entrepreneurial skills, as it encourages a proactive and reflective teaching style. By paying close attention to students' interactions, progress, and feedback, educators can tailor their approaches to support individual learning paths and foster a more engaging and dynamic learning environment. This approach is not only innovative but also aligns perfectly with the evolving demands of modern education, where adaptability and personalised learning are key.
During our meeting, we delved into practical guidelines for applying the PN model. These guidelines are designed to be straightforward yet impactful, providing educators with clear strategies to integrate Professional Noticing into their teaching practices. For HEIs, this means creating opportunities for students to engage in real-world projects, encouraging critical thinking, and promoting a culture of continuous feedback. In VET settings, the focus is on hands-on learning experiences that mirror industry practices, helping students to build the skills and confidence needed to excel in their chosen fields.
We encourage everyone to keep an eye out for the valuable materials we are creating and to stay updated with our latest developments. By sharing our findings and resources, we aim to support the wider educational community in adopting innovative practices that benefit both educators and students.
Please have a look at our Starter Kit for more information on PN and Higher Education - https://professionalnoticing.eu/promise-starter-kit/
In our fast-paced and ever-evolving world, the ability to observe, analyse, and make informed decisions is a skill of immense value. Professional Noticing, a practice gaining momentum across various industries and fields, is revolutionising the way individuals approach their work and daily lives. This unique skill involves keen observation, precise comprehension, and the ability to recognise patterns and connections within professional contexts. As we delve into the growth of Professional Noticing, we uncover its transformative potential in enhancing decision-making, problem-solving, and overall performance.
The Rise of Professional Noticing:
The concept of Professional Noticing has gained traction as organisations recognise the importance of harnessing the power of observation in achieving optimal outcomes. By honing their observational skills, professionals are better equipped to identify critical details, spot opportunities, and detect potential risks. This shift from passive observation to active engagement is redefining the way individuals navigate their professional domains, leading to enhanced productivity, innovation, and success.
The Benefits of Professional Noticing:
Applying Professional Noticing Across Industries:
The growth of Professional Noticing extends beyond a specific field, finding applications in diverse sectors:
Embracing Professional Noticing: A Path to Success:
The growth of Professional Noticing signifies a shift in mindset, emphasising the value of observation as a proactive and powerful tool. As individuals across industries recognise its potential, incorporating this skill into professional development programs becomes essential. By investing in training and fostering a culture of observation, organisations can unlock their employees' potential, drive innovation, and achieve sustainable growth.
The European E-learning Institute (EUEI) is committed to providing high-quality learning experiences and innovative educational programmes which engage learners from a range of sectors and socio-economic backgrounds. EUEI is committed to promoting social cohesion, inclusion, entrepreneurial skills and sustainability across Europe, making them a perfect fit for the PROMISE Project!
Our experienced team of trainers, researchers and technical experts are uniquely placed to guide educators from VET, HEI, Adult and Youth sectors to harness the opportunities that innovative and collaborative e-learning and digital tools offer for learners.
We specialise in the delivering of high quality, responsive and innovative projects to educators and learners in the topics of pedagogic approaches, digital skills, inclusion, and sustainability.
Meet our team working on the PROMISE Project…
Canice Hamill- Managing Director
Canice has worked in the field of lifelong education for over 20 years and is recognised as an expert in instructional design and the development of e-learning solutions for education and training. A former trainer and lecturer, Canice utilises a holistic approach to creating innovative, interactive learning environments and works closely with tutors, trainers, and development teams, emphasising the importance of empathy and user experience in every learning solution.
Our Logician -Innovative Inventors with an unquenchable thirst for knowledge
Catherine Neill- European Project Manager
An experienced EU project manager, Catherine is an integral member of our team. She is an effective communicator and has a strong background in areas of Inclusion. The oldest of 5 children Catherine quickly learned how to lead the pack, utilising organisational skills alongside her passion for helping others, she is committed to making the world a more accessible, sustainable, and friendly place.
Our Protagonist -Charismatic and inspiring leaders, able to mesmerise their listeners.
Aine Hamill- European Project Officer
Aine plays an important role in the learning design and subsequently in evaluating the effectiveness of our eLearning products on completion. Aine is always keen to engage with her creative side and implement the newest digital tools, pedagogies, and trends into our e-learning solutions. She is passionate about finding effective and relevant ways to engage learners from all walks of life.
Our Defender-dedicated and warm protectors, able to implement ideas and “create order from chaos”.
Including our key role in the initiation of the PROMISE project we will also work tirelessly alongside our project partners to deliver the highest quality project results as possible. Within the project EUEI will develop the project website and be responsible for the technical realisation of the materials.
Learn more about EUEI here:www.euei.dk
In recent years, entrepreneurial education has witnessed a significant transformation, shifting from a narrow focus on business-related concepts to a broader approach centred around cultivating an entrepreneurial mindset. This paradigm shift is particularly relevant in the field of business and management education, which has traditionally relied on business planning and linear thinking. In response to the challenges posed by an unpredictable labour market and societal transitions, tomorrow's entrepreneurs and intrapreneurs require a diverse skill set to identify and act upon various ideas. Employers are increasingly demanding entrepreneurial competences, recognizing the need for creativity, problem-solving, and optimized decision-making skills. As universities face the daily challenge of transitioning from knowledge-based teaching to skills development, one practice stands out as a promising solution: Professional Noticing.
The Significance of Professional Noticing:
Professional Noticing is an approach that engages individuals in precisely observing and comprehending the dynamics of real-world business situations. It empowers students to identify the link between acquired knowledge and its practical application, enabling them to take appropriate action. This seemingly simple skill is what sets successful entrepreneurs apart from their peers. Teaching Professional Noticing bridges the gap between theoretical learning and real-life performance, equipping students with the ability to navigate professional challenges effectively.
Addressing Structural Issues in European Higher Education:
In light of the pressing challenges faced by European higher education institutions, funding initiatives that support the effective teaching of entrepreneurial competences, such as Professional Noticing, can have a transformative impact. Two significant structural issues can be addressed through this approach.
Fostering Entrepreneurial Citizenship:
With the demand for entrepreneurial skills on the rise, it is crucial to cultivate a new generation of entrepreneurial citizens. By incorporating Professional Noticing into the curriculum, students can develop essential real-life skills and strengthen their entrepreneurial mindset. This approach empowers them to identify opportunities, take calculated risks, and embrace innovation, ultimately contributing to the economic and social well-being of their communities.
Accelerating the Transition to Competence-Based Education:
The shift from knowledge transfer to competence development is an ongoing challenge for universities. While institutions and faculty excel in research and theory-based teaching, the development of soft skills sought by employers requires a more systematic approach. Professional Noticing offers a practical and structured method for honing these skills, enabling universities to bridge the gap and provide students with a well-rounded education that prepares them for the complexities of the modern workforce.
As higher education institutions strive to adapt to the evolving demands of the 21st century, the development of entrepreneurial competences becomes paramount. The concept of Professional Noticing emerges as a powerful tool to support this transition. By encouraging students to observe and analyse real-life business situations, Professional Noticing enables them to apply their knowledge effectively, fostering an entrepreneurial mindset that is indispensable in today's rapidly changing world. Funding projects focused on implementing and refining Professional Noticing practices not only addresses the need for entrepreneurial citizens but also accelerates the shift towards competence-based education, ensuring that graduates possess the vital skills required for success in their professional lives. Embracing these innovative approaches is crucial for higher education institutions to remain relevant and empower students for the challenges and opportunities that lie ahead.
