The main objective of a teacher is to ensure the best learning outcomes for her/his students in a stimulating learning environment, and to achieve this, various pedagogical approaches can be sought. Formative assessment can be used to analyze students' mindsets and identify areas for improvement in digital classrooms. Constructivism emphasizes that teachers should act as facilitators in helping students construct meaning. Connectivism involves students making connections between different knowledge sources and critically analyzing information. A strategy utilized in student-centered constructivist and connectivism active learning is problem-based learning. Teachers must adapt to promote the experience and serve as mentors and guides. This paper details the innovation in the pedagogical approach applied in an Operating Systems and Virtualization course delivered in the 2022–2023 academic year. This course is offered in the first semester of the first year at Iscte's new higher education school in Sintra, Portugal. Iscte-Sintra is focused on teaching and research in digital technologies, the economy, and society. This introductory course provides students with fundamental competencies in computers, operating systems, digital platforms, and virtualization. In the 2022–2023 academic year, 91% of students passed the course criterium, with a mean and standard deviation of 14 and 2, respectively. Given the great degree of enthusiasm most of them exhibited in carrying out the project work, we may see the outcome as quite positive. Yet, as we shall discuss in the closing and future work section, there is still room for improvement.

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