Connecting traditional and contemporary approaches in higher education

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.