The Classroom as a Work of Art

A Creative Inquiry Attempt in Architecture Education: Producing an “...ism”

This study examines the pedagogical boundaries of freedom in architectural education through a student-centred and critical classroom experience. In the process structured on researcher student collaboration, students were positioned not merely as receivers of knowledge but as actors who generate value. The discussion, conducted around the question “What would postmodernism criticize if it emerged today?”, encompassed critiques ranging from class inequality to the urban skyline. The students’ proposals were compiled within the framework of problem definition, supporting arguments, and counterarguments. These proposals were evaluated in relation to the positioning of creativity against institutional, political, and technological boundaries; the relationship between spatial justice and design; and the balance between individual freedom and collective responsibility. The findings reveal the creative potential of free thought in architecture and demonstrate education as a field of polyphonic production. It is anticipated that the participating students’ recognition of architecture’s potential to transform the social and physical environment, as well as its intellectual dimensions, will have a lasting impact in helping them position their own roles within this transformation.

The Pedagogical Exploitation of the Interactive Whiteboard in the Teaching of Informatics in Primary School

The integration of digital technology into the primary classroom remains a contested pedagogical question. Our study examines how the interactive whiteboard can be exploited as a cognitive tool rather than a simple means of projection. More specifically, we focus on the teaching of Informatics in a primary school, a setting where the device is frequently reduced to a digital replacement for the traditional board. The research adopts an action research design, since the researcher is simultaneously the teacher who plans and delivers the intervention. This dual role allows the investigation of teaching practice from within. Data were collected through a reflective journal, field notes kept during and immediately after each lesson, a short pupil questionnaire supplemented by a group discussion, and samples of pupils' work. The analysis was carried out through thematic analysis. The results suggest that the interactive whiteboard supports engagement and participation, particularly when its interactive and multimedia affordances are deliberately linked to specific cognitive tasks. An important distinction emerged. The device contributes to learning not through its technical features alone but through the pedagogical framing that surrounds its use. Furthermore, our findings indicate that the shift from a presentation tool to a cognitive tool depends on the teacher's planning, the design of the activities, and the degree to which pupils themselves manipulate the interface. We also acknowledge the limitations that the dual role of teacher-researcher introduces, concerning subjectivity and researcher bias, which we addressed through triangulation and reflexivity. This is perhaps the most telling conclusion of our work. The interactive whiteboard is neither inherently transformative nor inherently trivial; its value is constituted in the pedagogical decisions of the teacher. We close with implications for teacher education and for the design of Informatics activities in primary schooling.

ACTIVE METHODS AND THE ROLE OF THE TEACHER: THE FLIPPED CLASSROOM AND ITS CHALLENGES AS AN ACTIVE LEARNING STRATEGY

This study aims to examine the Active Learning Methodology known as the Flipped Classroom, through a literature review, in order to define it, describe its core characteristics, and reflect on the challenges involved in its practical implementation. Furthermore, it discusses the teacher’s role in this context, highlighting their performance as a researcher-professional, able to learn from their own practice and turn challenges into teaching and learning opportunities. This methodology is structured around the inversion of the traditional dynamic: first, students are guided to study concepts, themes, or problems outside the school environment; subsequently, in the classroom, this content is deepened through discussions, practical activities, simulations, and problem-solving, making learning more meaningful and student-centered. Its development relies heavily on the use of technological resources such as digital equipment and internet access and on the work of proactive, creative, and communicative teachers who can encourage students’ autonomy in the pursuit of knowledge.

Instructional design as a learning technology that improves the effectiveness of modern education

Introduction. This article provides a philosophical and methodological analysis of the concept of pedagogical design proposed by T.I. Rudneva and A.M. Sanko in the context of the classical didactics as well as to the pedagogical design as a technology of study. Results. Based on her analysis of the article, A.V. Rostova concludes that there is no consensus within the academic community regarding the strategy for educating students – future teachers – in the context of the emergence of the pedagogical designer role: specifically, whether to train the student as a “universal practitioner” of pedagogical design or to cultivate their readiness for collaborative interaction with a specialized expert. The quality of the educational environment will depend on the content of the Basic Professional Educational Programs for Higher Education (BPEPs HE), the chosen field of study, as well as the specific characteristics of psychological preparation of these students – future teachers. V.V. Sokhranov-Preobrazhensky believes that the emergence of instructional design and the profession of instructional designer speaks to the improvement of educational theory and methodology in line with the digitalization of learning and the increased effectiveness of modern education. Conclusion. The analysis of the presented materials indicates a sufficient scientific insight into the technological possibilities of influence of pedagogical design on the cultural possibilities of training specialists for new living conditions.

The power of the exemplary: quality teaching in a pedagogical development course in higher education

Research points to the importance of a more practice-oriented approach to pedagogical development courses in higher education. In this article, we ask: How are examples of quality teaching expressed by participants in a pedagogical development course and how do they perceive them as meaningful? Employing an ethnographic research design, the study draws on empirical data from seventeen semi-structured interviews, eighteen individual written assignments and fieldnotes from participant observation throughout the course. By using Bildung-centered general didactics and andragogy as a theoretical lens, the results indicate that quality teaching is a matter of (1) selecting the content, (2) exploring the content, and (3) establishing presence and dialogue. These examples are perceived as meaningful because they provide concrete, practice-oriented approaches for restraining and interpreting the content, drawing on prior experiences, and fostering shared and exploratory learning environments. The study argues that Bildung-centered general didactics and andragogy function as a translator between university teachers’ existing understandings of teaching and knowledge, thereby supporting their professional development. Based on the results, the paper outlines recommendations for enhancing professional development courses to better support university teachers’ ongoing professional development.

Theoretical and Methodological Foundations of Inquiry-Based Teaching: Considering the Potential of Materials for Interaction and Intellectual Work