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Ben Tonra

Abstract

In this contribution I showcase my experience of integrating an active learning element in my teaching of EU foreign policy, by experimenting with Problem-Based learning. I document of how I went about my ambition of adding a PBL aspect to my EU foreign policy course for 86 students, and how my students and I experienced this first attempt. I also illustrate how I took my first experience and student feedback into account to fine-tune my application of PBL, before concluding on the lessons that I took away for integrating an active learning element in my traditional course of EU foreign policy. By sharing my own experience, doubts and critical reflections I aim to contribute to this special issue´s objective to provide honest and hands-on insights and reflection on how this innovation in the learning approach via has been put into practice.

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Article Keywords

Teaching, Learning, Problem-Based Learning, EU Foreign Policy, European Foreign Policy

Section
Teaching, Learning and the Profession
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