Basic Aspects of the Educational Strategy “Learning by Doing”
Basic Aspects of the Educational Strategy “Learning by Doing”

Summary/Abstract: This scientific paper examines the essence and content of the educational strategy (paradigm) “Learning by doing – LbD” (“learning by doing” or “learning by activities”) in the context of modern higher education and the growing complexity of the information environment. At the theoretical level, the philosophical and pedagogical roots of the approach are traced – from the ideas of D. Dewey (Dewey, 1938) and project-based learning to modern concepts of socalled productive learning (Zečević, 2023; Žerovnik, 2021). Special emphasis is placed on the possibility of interpreting the educational paradigm “Learning by doing” through the prism of the theory of information and security, developed in the works of S. Denchev (Denchev, 2019), where the information environment is described as a complex, uncertain and dynamic system, requiring the formation of practically oriented competencies and systemic thinking. In this regard, the article considers systems analysis not only as a scientific and management tool, but also as a methodological framework for constructing activitybased learning situations in which students solve real or simulated problems related to information and security. A model is proposed for implementing the educational paradigm “Learning by doing” in a university information environment – with a focus on various scientific, educational and professional areas – including specific didactic forms (projects, case studies, simulations, internships) and approaches to assessing results on a competency-based and systemic-analytical basis. In this regard, the main challenges and prospects for the implementation of the paradigm in the conditions of digitalization and hybrid learning formats are outlined.

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