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Innovative Teaching Methods in Higher Education: The Case of University of Primorska
textbooks, educational resources, pedagogies, or learning experiences, in-
cluding e-learning and new qualifications (Vincent-Lancrin et al., 19). They
also engage in process innovation by transforming organisational practices,
such as teacher collaboration, student grouping, and learning management.
These transformations may involve partnerships, marketing strategies, com-
munication methods, or other process changes, which can blur the distinc-
tion between products and processes in educational services (Vincent-Lan-
crin et al., 19).
The Bologna Process, through its Rome Ministerial Communiqué (),
has set a goal of adopting student-centred learning and teaching by 3,
thereby emphasising innovative teaching methods. However, innovation in
teaching does not always equate to using the latest technologies. Instead, it
involves the proactive application of novel strategies and methods tailored
to classroom needs. Effective teaching relies on aligning methodologies with
student needs and content relevance (Hashim et al., 19). Innovation is un-
derstood as a process where new ideas are generated, applied, and refined to
enhance outcomes. Zhang (1) stressed the importance of reforming tradi-
tional models and building innovation-focused education systems. Ultimate-
ly, innovation may also involve adapting existing ideas to effectively meet the
needs of a target audience (Hashim et al., 19).
The Resolution on the National Higher Education Programme until 3
emphasises that student-centred teaching is a key component in achieving
the strategic objectives. It emphasizes aligning education with future profes-
sions through the integration of professional, research, and artistic work into
teaching practices. Key priorities include ensuring student well-being, foster-
ing learning and teaching motivation, and strengthening the competencies
of higher education staff to support active learning and critical thinking. This
approach aims to prepare students for emerging challenges while ensuring
excellence in teaching and research (Resolucija o nacionalnem programu vi-
sokega šolstva do 3 (ReNPVŠ3), ).
The UP actively promotes the use of modern communication tools also by
updating its information infrastructure through different projects. Howev-
er, technology alone is insufficient; it is essential to empower users with the
skills and knowledge for responsible and competent use, focusing on stu-
dent-centered teaching strategies, to fully realize its potential, Since 1, the
UP Faculty of Education has been delivering programme PAI for higher edu-
cation teachers and staff, focusing on student-centered teaching strategies.
As part of the ‘Internationalization in Higher Education’ project (16/17),
a module on teaching methods for integrating national and foreign stu-
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