V3I8P18

Active Learning in Higher Education: An Approach to Enhancing Educational Quality in the Context of Digital Transformation

Dinh Duy Phuong¹, Nguyen Thi Tuyet Mai^2*

Abstract

In the context of digital transformation and the Fourth Industrial Revolution (Industry 4.0), higher education institutions are facing increasing demands to develop graduates with professional competence, critical thinking, collaboration skills, and adaptability to rapidly changing professional environments. Traditional lecture-based instruction, characterized by one-way knowledge transmission, has revealed significant limitations in promoting students’ active participation, self-directed learning, and problem-solving abilities. This paper examines the theoretical foundations of active learning and evaluates its role in enhancing the quality of higher education. Through a synthesis and analysis of relevant educational studies, the paper highlights the advantages of active learning approaches, including problem-based learning, project-based learning, collaborative learning, experiential learning, and the integration of digital technologies into teaching and learning. The analysis indicates that active learning enhances student engagement, improves knowledge retention, develops higher-order thinking skills, and strengthens professional competencies required in the digital economy. Based on these findings, the paper proposes several directions for the effective implementation of active learning in higher education institutions, including faculty pedagogical development, assessment reform, enhancement of technological infrastructure, and the establishment of learner-centered learning environments.

Keywords:

Active learning; Higher education; Educational quality; Learner-centered learning; Digital transformation; Industry 4.0