Instead of creating a learning environment at schools where purposeful learning and research takes place across various disciplines, many teachers design settings where students are mostly passive recipients of information.

Developing a broad range of skills, competences and knowledge requires the establishing of proper conditions for such development. Analysis of quantitative data in the Learning Makes Sense survey indicates that at all educational stages, lecture as a teaching method prevails, together with discussion about a topic. Secondary school students participating in the Learning Makes Sense survey also reported that their teachers often dictate notes to them in class. Higher education students participating in the survey also reported that their teachers, as well as dictating notes, also read aloud from textbooks in lectures. Active teaching methods are being used to only a limited extent both at higher education institutions (HEIs) and secondary and primary schools, despite the fact that they appeal to students more and enable them to grasp the learning content faster. Experimental and exploratory activities carried out by children were often preferred by teachers at kindergartens and at the 1st stage of primary schools, although lecture as a teaching method is frequent at these stages too. The dominant position of lecturing as a teaching method was reported by teachers at the 2nd stage of primary schools. Most teachers reported that they often organise teaching as work in small groups. Another frequent teaching method is frontal instruction. Teachers applying active teaching methods and group work stated they have to overcome various problems and barriers. Teachers at kindergartens and secondary schools also make use of various excursions, with the aim of linking the educational content with practice, providing contact with real life, and learning in context. In tertiary education, connecting instruction with practice is also important in order to develop various skills and competences, and to ease learning. Only a small proportion of students participate in internships at service providers. This mainly applies to full-time students in specific study fields (e.g. medicine, education) and they are mostly scheduled for the master level. Most internships are compulsory. Although only a small proportion of students surveyed participated in voluntary internships, they tended to perceive internships more positively than their peers who completed compulsory internships.

Findings from the analysis of quantitative and qualitative data in the Learning Makes Sense survey regarding the educational content and methods at higher education institutions are described in detail in the following chapters:

Passive teaching methods prevail over active ones at all educational stages, including special education

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Teaching methods and techniques at kindergartens, primary and secondary schools, including special needs schools (meta chapter)

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Conclusions:

The teaching methods used for presenting the content of education should be in line with overall educational goals. Currently, as indicated by the Learning Makes Sense survey, passive teaching methods prevail at most schools. However, these methods neither motivate lifetime learning, nor do they develop learners’ acquisition of efficient learning strategies. Technological progress, digitalisation and the rapid pace of innovation in both everyday and professional life place expectations on individuals to be able to learn constantly, and be open to all new challenges. However, instruction at schools at all educational stages is dominated by teaching methods that provide students with ready-to-use knowledge. As a result, students do not learn how to search for information they could use in life, apply their existing knowledge, create new knowledge, or solve problems by themselves or in teams. With the prevailing teaching methods, including lecturing and dictating notes with frontal teaching or individual work, students neither acquire various learning strategies, nor do they improve their teamwork skills. However, these are precisely the skills that employers request from any type of job applicant.

Author:

Petra Fridrichová