Modern approach to learning and teaching

Modern approaches to learning and teaching in higher education are based on the idea that knowledge is constructed through action, cooperation and reflection, and not transmitted only through lectures. In this context, the flipped classroom, project-based learning (PjBL) and problem-based learning (PBL) stand out. All three approaches place the student at the center, link learning outcomes to authentic tasks, and seek clearly defined success criteria with active use of grading and assessment using rubrics. The teacher's role changes from a lecturer to a facilitator who provides structure, timely formative feedback and a stimulating environment for research.

In a flipped classroom, core concepts are covered before the meeting (videos, summaries, micro-activities), while shared time is used for discussion, problem-solving, and application in new contexts. This arrangement increases engagement and allows for differentiation: the teacher can spot more quickly where difficulties arise and intervene in a targeted manner.

Problem-based learning builds on this by starting from an open, authentic problem without a predetermined solution.  In small teams, students map what they know and what they need to learn, formulate hypotheses, plan research, test ideas and reflect. In this way, they develop critical thinking, argumentation and the transfer of knowledge to new situations, which are key competencies of higher education practice.

In project-based learning, the curriculum is organised around a tangible product or service for a real audience (e.g., prototype, digital exhibit, project plan), thus naturally integrating research, design, evaluation and communication. A typical cycle includes planning (triggering question, criteria, timeline), implementation (iterations with formative feedback and peer evaluation) and evaluation (public presentation, portfolio, self-assessment).

In practice, it is effective to combine approaches: the flipped classroom prepares joint time for in-depth work, PBL opens space for conceptual understanding through problems, and PjBL leads to the implementation of solutions and visible artifacts. Thus, the learning outcomes are transformed into measurable evidence of competences that are relevant to the academic community and the labour market.