Basic didactic concepts

In the context of planning and structuring the teaching content of a course, it is common to use the terms thematic unit, teaching topic and teaching unit. Although these terms are sometimes treated as synonyms in practice, a systematic approach to teaching requires that they be distinguished according to their scope and purpose within the teaching process.

Thematic unit

"A thematic unit consists of more complex parts of the curriculum dominated by a certain central theme permeated by a basic idea" (Poljak, 1991). It represents a coherent segment of course content that encompasses a group of interconnected topics and concepts. It usually includes several thematic units and is broader in both time and content. It often corresponds to a larger logical or problem-based component of the course (e.g. "History of Research Methodology" or "Fundamentals of Syntax"). In the planning process, it serves as an organizational framework that helps structure the material according to the stages of learning.

Teaching topic

A teaching topic refers to a narrower segment of content within a teaching unit and covers a specific theoretical or practical area. A topic may be developed through one or more teaching units. Although in higher education planning greater emphasis is usually placed on teaching units and teaching units, the teaching topic can serve as an intermediate level of organization, particularly when course content requires more detailed articulation.

Teaching unit

According to Poljak (1991), a teaching unit is the amount of teaching content planned for a single teaching hour or a double hour (so-called block hour) and is derived from the analysis of a whole or topic. It represents the smallest content and organizational element of teaching and has clearly defined topic, objectives, learning outcomes and teaching methods. A teaching unit may take the form of a lecture, seminar, exercise or another form of teaching activity, and its purpose is to achieve specific learning outcomes.

Distinguishing between these levels is useful for precise planning, aligning content with learning outcomes, and developing implementation plans that are clear, transparent, and methodically based.