Implementation of active pedagogical practices in teaching constitutional law towards democracy

Abstract

The present study aims to define and report on the implementation of new pedagogical practices in the curricular unit of Constitutional Law with the aim of promoting student-centered teaching. The pedagogical practices adopted were designed to foster an active and participatory learning environment. Additionally, they were chosen while taking into account the “gamification” strategy using elements of games outside the sphere of gaming which can be applied as a teaching strategy. In undergraduate studies, the application of the active learning strategy in the classroom presents a significant challenge for education in its traditional sense. Specifically in the case of studying law, the following techniques were used: oral test simulation, written test simulation with peer assessment, “cube with review questions”, and walking gallery.