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Export Reference (APA) 
Wojciechowska, M. & Gomes, S. (2025). Transforming Higher Education Through Active Engagement and Creative Teaching Reflections and Practices. In Iscte – Instituto Universitário de Lisboa (Ed.), Novos exemplos de Práticas Pedagógicas e Estratégias de Inovação Pedagógica no Iscte. (pp. 125-141). Lisboa: Iscte – Instituto Universitário de Lisboa.
Export Reference (IEEE) 
M. M. Wojciechowska and A. S. Gomes,  "Transforming Higher Education Through Active Engagement and Creative Teaching Reflections and Practices", in Novos exemplos de Práticas Pedagógicas e Estratégias de Inovação Pedagógica no Iscte, Iscte – Instituto Universitário de Lisboa, Ed., Lisboa, Iscte – Instituto Universitário de Lisboa, 2025, pp. 125-141
Export BibTeX 
@incollection{wojciechowska2025_1765119395712,
	author = "Wojciechowska, M. and Gomes, S.",
	title = "Transforming Higher Education Through Active Engagement and Creative Teaching Reflections and Practices",
	chapter = "",
	booktitle = "Novos exemplos de Práticas Pedagógicas e Estratégias de Inovação Pedagógica no Iscte",
	year = "2025",
	volume = "",
	series = "",
	edition = "",
	pages = "125-125",
	publisher = "Iscte – Instituto Universitário de Lisboa",
	address = "Lisboa"
}
Export RIS 
TY  - CHAP
TI  - Transforming Higher Education Through Active Engagement and Creative Teaching Reflections and Practices
T2  - Novos exemplos de Práticas Pedagógicas e Estratégias de Inovação Pedagógica no Iscte
AU  - Wojciechowska, M.
AU  - Gomes, S.
PY  - 2025
SP  - 125-141
CY  - Lisboa
AB  - This chapter explores a transformative approach to higher education that
shifts from traditional, lecture‑based
instruction to active, student‑centered
learning grounded in creativity, empathy, and experiential engagement.
Drawing on the context of the Bologna Process and inspired by Paulo Freire’s
critical pedagogy, the authors reflect on their experience teaching Design
Thinking and Public Presentations with Acting Techniques at Iscte. Through
these courses, students engage in real‑world
problem‑solving,
improvisation,
prototyping, and self‑expression
– developing essential transversal skills such
as communication, teamwork, empathy, and critical thinking. The chapter
emphasizes the role of the educator as a coach and facilitator who creates
emotionally intelligent learning environments where students are encouraged
to take risks, collaborate, and co‑construct
knowledge. Feedback is positioned
as a strategic, developmental tool that fosters growth, reflection, and
motivation. Student feedback highlights increased confidence, autonomy,
and personal transformation, while also pointing to areas for improvement,
such as activity pacing and integration of real‑world
challenges. The authors
argue that for higher education to remain relevant in an unpredictable world,
institutions must prioritize curricular flexibility, active methodologies, and a
culture of innovation that supports both students and educators. Ultimately,
the chapter calls for a redefinition of teaching as a relational, reflective, and
human‑centered
practice that empowers learners to thrive personally and
professionally.
ER  -