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Wojciechowska, M. & Gomes, S. (2025). Transforming higher education through active engagement and creative teaching: Reflections and practices. In Sónia Pintassilgo, Alexandre Almeida, Ana Catarina Nunes, Helena Soares, Isabel Correia, Patrícia Dinis Costa, Vania Baldi, David Isaac, Henrique Lage, Beatriz Saavedra, Gonçalo Tomé Ribeiro, Helena Alvito (Ed.), Novos Exemplos de práticas pedagógicas e estratégias de inovação pedagógica no Iscte. (pp. 125-141). Lisboa: Iscte – Instituto Universitário de Lisboa.

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, Sónia Pintassilgo, Alexandre Almeida, Ana Catarina Nunes, Helena Soares, Isabel Correia, Patrícia Dinis Costa, Vania Baldi, David Isaac, Henrique Lage, Beatriz Saavedra, Gonçalo Tomé Ribeiro, Helena Alvito, Ed., Lisboa, Iscte – Instituto Universitário de Lisboa, 2025, pp. 125-141

@incollection{wojciechowska2025_1773719230969,
	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",
	url = "https://www.iscte-iul.pt/assets/files/2025/09/15/1757948114115_Manual_boas_praticas_CP.pdf"
}

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
UR  - https://www.iscte-iul.pt/assets/files/2025/09/15/1757948114115_Manual_boas_praticas_CP.pdf
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 encoura‑
ged to take risks, collaborate, and co‑construct knowledge. Feedback is posi‑
tioned 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  -