Modern approach to learning and teaching

6. Conclusion

In conclusion, the flipped classroom, project-based learning (PjBL) and problem-based learning (PBL) together form a framework that transforms teaching in higher education from the transmission of information to guided solving of potential challenges that students may encounter in their future work. These approaches align learning outcomes with clearly visible evidence of competence and use shared classroom time for discussion, testing of ideas and reflection. The benefits are greatest when all three approaches are combined: the flipped classroom prepares the groundwork, PBL develops conceptual understanding through open-ended problems and PjBL leads to the delivery of solutions to a real audience.

The student gains greater autonomy and a clearer purpose of learning. Pre-processed micro-activities in the flipped classroom model make it easy to enter the topic at your own pace; PBL encourages students to hypothesise, evaluate sources and make decisions under constraints; PjBL offers real user context and measurable performance criteria. This develops metaskills: self-regulation, teamwork, communication with stakeholders and transferability of knowledge. Risks (uneven contributions, overload) are reduced by clear roles, rubrics and iterative feedback.

The role of the teacher shifts from that of a lecturer to that of a facilitator. The teacher uses data (test results, activity and learning analytics) for timely interventions and turns the digital results of student work into evidence of achievement. Thus, the curriculum becomes a systematic place for building competencies, and not just a skeleton/structure of lectures, seminars and exercises.