Abstract

Although active learning is deemed essential in education, research has shown that its implementation in teaching practice is limited, while its potential benefits are not used to their maximum. Therefore, this paper aims to examine the determinants of active learning in contemporary teaching from the perspective of students and teachers in Croatia. The intention is to gain an insight into the application and understanding of active learning in contemporary education. The study was conducted using a questionnaire on a sample of 1231 participants (951 students and 280 teachers) in Croatia. The findings revealed significant differences between students and teachers in their assessment of active learning determinants, with students giving a less positive evaluation of their prevalence compared to teachers. The determinants of active learning are more prevalent in primary schools, which suggest there is a need for continuous development of active learning practices across all subjects and areas. This is particularly true for high schools, where students are developmentally more prepared for deep-level active learning. Professional development of teachers in the area of active learning has been identified as a critical factor in encouraging and improving these practices. However, the findings also point to certain challenges related to the organization, availability, and continuity of professional development opportunities in this area. The study revealed that active learning is a complex construct which requires substantial changes in educational practices. The most important determinants for successful implementation of active learning have been identified, highlighting the integration of its theoretical and practical elements. Such an integrated approach represents the most effective path to achieving successful active learning practices.

Keywords

References

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