Seven student-centred methods

Project-based learning involves students working on extended projects that tackle real-world problems. Builds deep content knowledge along with critical thinking, collaboration, and communication. Example: students create a soil conservation plan for a community garden.

Problem-based learning (PBL) has students identify learning objectives by exploring real-world scenarios. Follows the Maastricht seven-jump process: understand the problem; identify questions; brainstorm current knowledge and potential solutions; structure the results; set learning objectives; conduct independent study; discuss findings.

Inquiry-based learning lets students pinpoint problems and chart their own exploratory routes. Particularly suitable for digitally supported learning — e.g. exploring local park soil types and documenting findings using digital tools.

Experiential learning focuses not just on outcomes but on the experiences and emotions of students. Valuable for environmental topics that might be distressing.

Playful learning introduces serious play to the educational process, balancing challenge and engagement (Csíkszentmihályi's flow theory).

Gamification adapts game elements to enhance learning activities — points, motivation — without necessarily incorporating actual games.

Game-based learning incorporates game-like activities intrinsically into the learning process. Example: a farming simulation where students manage soil fertility.

These methods should be adaptable to meet individual students' needs. Teachers must genuinely believe in and be comfortable with the methods they apply.