Shaping the Citizens of Tomorrow: The Challenge of Practical Teaching
Shaping the Citizens of Tomorrow: The Challenge of Practical Teaching

Summary/Abstract: This study aims to analyze the institutional and pedagogical challenges in the practical application of theoretical knowledge for the development of civic competencies in higher education. Specifically, the research assesses students’ perceptions of their mastery of theoretical knowledge and their engagement in its practical application, as well as identifying student-centered teaching strategies that prove most effective in this regard. A mixed-methods research methodology was used to conduct this study. The quantitative approach was conducted through a structured online questionnaire administered during the period October–December 2025, while the qualitative approach was supported by a literature review. The study included students from the teaching programs of the Faculty of Education at "Aleksandër Moisiu" University in Durrës, and from the Faculty of Educational Sciences at "Aleksandër Xhuvani" University in Elbasan, Albania. The study sample consists of 460 randomly selected students, of whom 47% were enrolled in Bachelor’s programs and 53% at the Master’s level, thus providing a broad representation of academic perceptions. The data demonstrate an exceptionally positive assessment of active teaching methods, with 98% of students emphasizing that they increase their engagement in lectures and 92% confirming increased motivation. Interactive competencies, such as communication (72.4%) and group collaboration (65.3%), emerge as the most developed. However, the study identifies a weakness in the connection between theory and practice, with 31% of students reporting difficulties in the practical application of theoretical knowledge. Furthermore, competencies such as problem-solving (38.8%) and digital skills (23%) remain problematic. Student-centered teaching is essential for the development of civic competencies, but its effectiveness is hindered by deeply theoretical curricula. Overcoming this challenge requires a thorough institutional review of study programs to integrate theoretical knowledge with direct practical engagement of students, as well as improving the quality of academic staff training in the use of contemporary teaching methods.

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