Modern museums in Europe are evolving into dynamic educational platforms that foster adolescents' soft skills. As institutions bridging formal and informal education, they provide unique opportunities for developing competencies essential for young people’s personal and professional growth. In countries such as France, Germany, and Italy, museums integrate educational programs that go beyond passive observation, encouraging interactive, collaborative learning. These approaches align with EU policies emphasizing interdisciplinary education, critical thinking, and social inclusion (European Commission, 2020).
This study explores how collaborative learning in museums, involving teenagers, students, and researchers, contributes to soft skills development. Museums are shifting from passive information spaces to active learning environments, engaging adolescents in projects that enhance critical thinking, communication, creativity, and teamwork.
The research question is: How does collaborative learning in museums foster soft skills through interactions with researchers and students?
The study is based on the concepts of collaborative learning and adolescent socialization in educational communities. Collaborative learning involves teenagers working on projects with researchers and students to achieve educational goals. Constructivist theory suggests that knowledge is best acquired through active participation (Vygotsky, 1978). The development of soft skills is linked to practical experience, social interaction, and interdisciplinary learning (OECD, 2019).
A key focus is on skills such as critical thinking, creativity, communication, and teamwork, crucial for adolescent integration into social and professional settings. Traditional schools often struggle to provide the necessary conditions for these competencies due to rigid curricula focused on standardized testing. Museums offer an alternative approach aligned with EU strategies promoting experiential learning and youth engagement (Council of Europe, 2021). The study highlights the significance of student-researcher interaction. In collaborative projects, adolescents become active participants, developing audio guides, route maps, and other educational materials. These tasks require them to analyze information, choose effective presentation formats, and find creative solutions to engage audiences. Through this process, they learn teamwork, task delegation, and responsibility for outcomes. Museums in Europe frequently serve as civic spaces fostering social cohesion and intercultural dialogue (UNESCO, 2022). Projects in museums engage adolescents emotionally, helping them showcase their abilities through meaningful contributions. This increases motivation and fosters self-reflection. Initiatives such as the "Young Curators" program at the British Museum and "MuseumLab" in Germany illustrate how museums empower youth to participate in knowledge creation and cultural interpretation (EACEA, 2021). One example is the involvement of teenagers in creating audio guides and interactive museum routes. These projects allow collaboration with curators and researchers, helping students understand exhibits and adapt content for their peers. This fosters attention to detail, improves communication skills, and promotes critical thinking about making information accessible and engaging. Adolescents also learn to accept feedback and refine their work, building flexibility and adaptability—skills increasingly valued in the European job market.
This research is particularly relevant for European countries, where museums combine formal and informal learning. For example, in France, the Louvre engages teenagers in co-creating digital exhibits, while Italy’s Uffizi Galleries encourage youth-led tours. These initiatives align with EU cultural policies emphasizing accessibility, participatory learning, and innovation (European Commission, 2022). Museums also promote social inclusion, particularly for marginalized youth and immigrant communities, fostering cultural exchange and equal access to educational resources (Eurydice, 2021). In conclusion, collaborative learning in museums effectively develops adolescents’ soft skills, preparing them for social and professional challenges. European museums, already leaders in innovative education, can further expand these initiatives to enhance youth engagement and competency development. With the EU’s focus on digital literacy, social cohesion, and lifelong learning, integrating soft skills training into museum education is a promising direction for future cultural and educational policy. 

The study utilized a qualitative methodology to explore the role of collaborative learning in museums as a tool for developing soft skills in adolescents. The primary research question focused on understanding how student-researcher collaboration in museum-based educational projects influences the formation of key competencies such as critical thinking, communication, creativity, and teamwork. Over 100 participants were involved in various stages of the research, including adolescents, researchers, museum staff, and educators. To achieve this, the study incorporated several research methods, including case studies, interviews, and participant observation. Case studies focused on specific museum projects where adolescents actively participated in designing educational tools, such as audio guides, interactive route maps, and exhibitions. These projects were chosen because they require extensive collaboration and problem-solving, making them ideal for studying the development of soft skills. Semi-structured interviews were conducted with three main groups: adolescents who participated in the projects, researchers and museum staff who supervised them, and educators involved in facilitating the process. The interviews aimed to capture the participants' experiences, their perceived impact of the projects on their skills, and the challenges they faced during the collaborative process. Participant observation was another key method used in the study. Researchers attended project sessions to observe interactions among participants, the decision-making process, and the role of collaboration in achieving project goals. This method provided valuable insights into the dynamics of teamwork and the ways in which museums foster engagement and skill development through hands-on activities. More than 30 hours of observations were carried out across multiple museum projects. In addition to these methods, secondary data sources were used to support the research. These included academic literature on museum-based education, theories of collaborative learning, and studies on soft skills development in informal learning environments. The theoretical framework drew heavily on constructivist learning theory, emphasizing the importance of active engagement in the learning process, and the theory of social interaction, which highlights the role of collaboration in skill formation. By combining qualitative methods and secondary data, the study provides a comprehensive analysis of how museums can function as alternative educational platforms. This methodological approach ensures a holistic understanding of the subject, linking theoretical insights with practical observations to better inform the design of future educational programs in museum settings. The inclusion of over 100 participants across different roles and research stages strengthens the study’s findings, demonstrating the broad impact of museum-based collaborative learning on soft skills development.

The study revealed that collaborative learning in museums significantly contributes to the development of soft skills among adolescents, including critical thinking, communication, creativity, and teamwork. By engaging in projects that require active participation and problem-solving, adolescents were able to strengthen these competencies while gaining valuable practical experience. One of the key findings is that museums provide a unique educational environment that fosters experiential learning through real-world projects. Participants reported that creating tools like audio guides, interactive route maps, and exhibitions allowed them to apply theoretical knowledge in meaningful ways. This hands-on approach not only improved their subject-specific understanding but also enhanced their ability to work collaboratively and think critically about the tasks at hand. The study also highlighted the importance of guidance from researchers and museum staff. The mentorship provided by these professionals played a crucial role in facilitating the learning process, helping adolescents overcome challenges, and inspiring them to take ownership of their projects. This mentorship further encouraged participants to explore new perspectives and adapt to different working styles, contributing to the development of adaptability and resilience. Another significant finding is the emotional engagement fostered through museum-based learning. Adolescents expressed a stronger connection to the content they were working on, which enhanced their motivation and overall learning experience. This engagement also led to the development of a sense of responsibility and accountability, as their work was often intended for public use and appreciation. In conclusion, collaborative learning in museums offers an effective way to bridge formal and informal education. By integrating creativity, teamwork, and critical thinking into their programs, museums can provide adolescents with opportunities to build essential life skills, preparing them for future academic and professional challenges. These findings underline the potential of museums as dynamic educational spaces that go beyond traditional learning environments.

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