Connecting traditional and contemporary approaches in higher education

1. Connecting traditional and contemporary approaches in higher education

The goals of education in the 21st century are drastically different from the educational goals set in the last century. Instead of focusing on the new challenges that society demands and complete transformations of education, we are trying to adapt an outdated education system by shifting problems from one area to another. The rational solution is to educate students to know how to learn in a constantly changing society. To transform the education model, it is necessary to adopt a student-centered curriculum that makes students skilled in collaborating, finding, analyzing, organizing, evaluating, and adopting new information according to their own needs and academic and cultural background. Instead of forcing them to cope with the information explosion, a student-centered curriculum focuses on personalized content oriented to the needs of individuals.

2. Constructivism and social constructivism

Constructivism, as previously explained, is based on the idea that learning is a process of active construction of knowledge based on the individual's previous experience and interaction with the environment. In this conception, the emphasis is on the individual construction of meaning, where the student acts as an independent subject who organizes, structures and interprets information in order to shape his own understanding of the content.

Social constructivism, although sharing basic principles with constructivism, additionally emphasizes the social dimension of learning. Knowledge does not emerge solely as a product of individual cognition, but is constructed through collaboration, dialogue, and joint problem-solving (Liu, 2005).

In the context of higher education, social constructivism has significant implications for the organization of teaching, which includes the following elements:

• group and teamwork
• project and problem learning
• peer teaching and evaluation
• collaborative content creation (e.g. wiki)
• discussions on forums and in synchronous sessions
• collaboration in digital tools (e.g. Padlet, Miro, Google Workspace).

This approach promotes the idea that knowledge is created through interaction among students, between students and teachers, but also through contact with a wider community of knowledge, for example online communities, open educational resources, repositories and professional networks, i.e. using e-learning (Wangpipatwong & Papasratorn, 2008).

Constructivism and social constructivism are not mutually exclusive, but complement each other. While constructivism emphasizes internal, individual learning processes, social constructivism expands this view and places emphasis on cultural tools, language and social relations as indispensable elements of learning. In the digital educational environment, this connection becomes particularly pronounced. Technological tools that enable collaboration (eg forums, shared documents, virtual classrooms, LMS platforms) provide an ideal infrastructure for the implementation of social constructivist educational models. On the other hand, tools for personalization and self-regulation (e.g. e-portfolios, interactive lessons, reflective diaries) provide space for individual construction of knowledge in the spirit of constructivism.

This is precisely why modern curricula that integrate constructivist and social-constructivist principles represent the most mature models of education in the context of lifelong learning, development of critical thinking, communication and collaboration competencies, and digital literacy. Such approaches meet the challenges of the 21st century and encourage students not only to acquire knowledge, but to create, share and critically examine it in an authentic and dynamic environment.

3. Why combine traditional and modern methods?

In contemporary higher education, there is a growing need for dynamic teaching approaches that can respond to changes in social, technological and educational contexts. Although traditional methods (e.g. lecture, oral examination, revision) are often criticized for making students passive, they still have value in structuring knowledge and transmitting basic information. On the other hand, modern approaches (such as problem-based and project-based learning, collaborative learning and digitally mediated teaching) encourage activity, critical thinking and the development of metacognitive skills. However, they often require more time for preparation and strengthening of teachers' pedagogical competences.

How to connect traditional and modern methods?

Integrating traditional and modern methods does not simply mean “adding” digital tools to traditional teaching, but rather a systematic pedagogical reflection on the methods for achieving learning outcomes. It is necessary to ask yourself the following questions: Which parts of the material need to be clearly structured?, Where is it desirable to open a space for discussion, research and student initiative?, Which digital tools can enrich lectures or seminars (interactive quizzes, visualizations...)? and How to design activities to encourage students' independence while maintaining the academic framework?.

Examples of combining traditional and contemporary forms

a) Teaching with the support of digital tools and interactive tests

A classic lecture begins with a brief introduction to the topic and clear learning outcomes, after which the teacher introduces key concepts and examples through concise presentations. At regular intervals, short interactions are conducted using tools such as Mentimeter or Kahoot!, which check understanding and maintain cognitive activation. The results of interactive questions are immediately commented on and, if necessary, returned to unclear points. The final part of the lecture includes a mini-reflection or a short task for independent work, and the feedback serves as formative evaluation and preparation for the next class period.

b) Seminar with elements of problem-based learning

The seminar begins with individual reading or joint analysis of a selected scientific text, with guided questions that focus attention on argumentation, methodology and conclusions. This is followed by a structured discussion in which participants present concise positions, compare sources and ask research questions. In the third step, small groups solve a clearly defined problem task arising from the text and propose feasible solutions based on evidence. Finally, short presentations and mutual feedback are made using a rubric, which develops analytical, communication and collaborative competences.

c) Project-based teaching

The project is initiated after a thematic block in lectures, where the theoretical framework and success criteria are presented. Teams choose or receive a problem from a real or simulated context and plan steps, allocate roles and define deadlines. During the work, they use digital tools for task management and joint document creation, and consultations with the teacher serve as mentoring support and formative progress checks. The outcome can be a strategy, report, prototype or other tangible product that is finally publicly presented and evaluated according to a pre-published rubric, with reflection on the learning process.

4. Advantages and disadvantages of connecting

Advantages

Combining traditional and contemporary teaching methods integrates the clarity and structure of lectures with active learning approaches, ensuring systematic coverage of course content while promoting deeper understanding through application. This approach enhances student engagement and motivation by shifting learners from passive listening to solving authentic tasks and collaborating with peers. It also allows instruction to be adapted to diverse learner needs and prior knowledge, while fostering the development of generic competencies such as critical thinking, communication, collaboration, and digital literacy.
The incorporation of formative assessment alongside traditional examinations provides more frequent and higher-quality feedback and enables earlier identification of learning difficulties. Furthermore, digital environments increase the accessibility of learning materials, support continuity of learning, and allow for more transparent monitoring of student progress.

Disadvantages

The integration of multiple teaching methods requires careful and time-intensive planning, consistent alignment of learning outcomes, activities, and assessment strategies, as well as increased effort in providing feedback. As a result, the workload for both teachers and students may increase, and without a clearly defined structure there is a risk of fragmented learning experiences and superficial engagement with content.
Such approaches also depend on reliable technological infrastructure and well-developed digital competencies; digital inequality and technical failures can disrupt learning continuity. In addition, the assessment of authentic tasks is often more complex and time-consuming, raising concerns related to academic integrity, data privacy, and fairness of assessment, particularly in large groups. Finally, the excessive use of digital tools may increase cognitive load and distract learners from core learning objectives.

5. Conclusion

The integration of traditional and contemporary approaches in higher education creates a robust yet flexible framework that benefits both teachers and students. From the teacher's perspective, the clarity of structure and stability of traditional teaching remain a cornerstone for planning, while contemporary strategies in digital environments enable more active learning, faster feedback, and better visibility of progress.

From the student's perspective, traditional clarity helps with orientation in content and expectations, while modern methods and digital tools encourage motivation, collaboration, and application of knowledge to real-world tasks. At the same time, the need for self-regulation, responsibility, and digital literacy increases.

In conclusion, the most beneficial outcome is a thoughtful balance: concise and structured explanations linked to active, problem-based and collaborative tasks in digital environments, and aligned assessment that equally values understanding and application. Such an approach allows higher education teaching to remain grounded in sound pedagogical principles, but also open to new forms of learning that reflect the needs of contemporary society and the labor market.

By combining traditional didactic practice with the possibilities offered by digital technologies, teaching becomes a more dynamic process that connects knowledge, experience and reflection. Teachers are increasingly positioning themselves as mentors and facilitators, and students are taking on a more active role in their own learning. This creates an environment where independence, critical thinking and collaborative learning are just as important as content knowledge.

6. Bibliography

Liu, Charlotte & Matthews, R. (2005). Vygotsky's philosophy: Constructivism and its criticisms examined. International Education Journal. 6. 386-399.

Špiranec, S. (2005). Obrazovanje korisnika u visokoškolskim knjižnicama : novi pristupi u mrežnom okruženju (Pred-bolonjski magistarski rad). Zagreb: Filozofski fakultet u Zagrebu, Odsjek za informacijske i komunikacijske znanosti.

Wangpipatwong, T., Papasratorn, B., (2008). The influence of constructivist e-learning system on student learning outcomes. U: Van Slyke, C. (ur.), Information Communication Technologies: Concepts, Methodologies, Tools, and Applications, Volume 1 (1109-1121), Hershey & London: IGI Global.