Page 53 - International Perspectives on Effective Teaching and Learning in Digital Education

Innovative Teaching Methods

in Higher Education:
The Case of University of Primorska

Tina Štemberger Andreja Klančar
University of Primorska, Slovenia University of Primorska, Slovenia
tina.stemberger@upr.si andreja.klancar@pef.upr.si

The paper addresses the use of innovative teaching methods in higher edu-
cation, specifically at the University of Primorska (UP). In the last decades, the
use of digital technologies in teaching has undoubtably changed both, teach-
ing and learning process. However, not much research has focused on using
innovative teaching methods in higher education settings, so the aims of the
study were to (i) determine how frequently higher education professors use
different teaching strategies and methods and tools, digital tools and genera-
tive AI tools, (ii) what kind of challenges they face in this context and (iii) which
competences would they need to better implement innovative teaching
methods into their teaching. Data was gathered with questionnaire which was
administered in spring 4. A total of 74 academic staff members of UP par-
ticipated in the study. The results in general show that higher education pro-
fessors frequently use as problem-based learning, team-based learning, and
scenario-based learning, while gamification, design thinking, and cooperative
learning are underutilized. They frequently use Google Drive and YouTube.
The major barriers for using more innovative teaching strategies and methods
are time constraints, limited access to resources and technology, and lack of
pedagogical and digital skills, so they express the need for targeted training
in digital tools, AI, and innovative teaching methods, as well as strategies for
engaging students and managing large groups.
Keywords: higher education, innovative teaching methods, challenges, digital
tools
© 5 Tina Štemberger and Andreja Klančar
https://doi.org/1.6493/978-961-93-467-5.3

Introduction
Over the past two decades, Europe has focused on establishing a unified
higher education area aimed at both the mutual recognition of qualifications
and enhancing the quality and relevance of learning and teaching, exempli-
fied by initiatives like the Bologna Process. However, despite efforts at both
international and national levels, the shift from traditional teacher-centred

Klančar, A., Štemberger, T., Prosen, M., & Ličen, S. (Eds.). (2025). International Perspectives
on Effective Teaching and Learning in Digital Education. University of Primorska Press.