The college is working to leverage the opportunity created by the Coronavirus to comprehensively update its pedagogical model in order to improve teaching and learning and provide students with a meaningful and enjoyable experience for digital learning and the adapted and empowering use of technology. The updated model provides modeling for optimal teaching and trains a current generation of teachers whose training is adapted to the education system in the 21st century.

Students are exposed to “different learning”, that is, through learning that is not a TST–based lesson (teacher-stands-talking, passive learning) but emphasizes ‘Beekeeping’ (active, mixed, and constructivist learning). The hybrid space becomes the central learning space, combining synchronous, asynchronous, and frontal learning and reinforcing the need for flexibility and openness.

The updated model will result in streamlining the learning process, refining content, lowering TST, increasing learner involvement and promoting them as independent learners, personalization in learning, social-emotional learning, and professional growth.

"One-Third Squared" Model

The model is derived from the principles of the Prizma program and is based on the third-third-third model. It consists of two parallel layers: the studied content and teaching style; and the cultivation of the learner’s skills. The thirds are as follows:

  • Providing basic and theoretical knowledge of the content;
  • Cultivating techno-pedagogical skills in synchronous platforms;
  • Cultivating an autonomous, independent learner in asynchronous platforms.


The learning models will be combined between the two levels according to the faculty member’s choice. The syllabus will undergo “disassembly and reassembly” when the lecturer identifies parts of the learning process that can be taken out of the frontal class for independent learning or small-group learning (virtual or frontal) of 4-7 students.

Digital and Hybrid Learning Models

Below are several learning models that can be adapted to different teaching and learning styles. They can stand independently or be combined in the “one-third squared” pedagogical model. All can be implemented in combination with frontal teaching at the college. An accompanying team provides support in selecting and adapting the model that best suits the needs of the lecturers and students. The starting point is one of flexibility and autonomy.

Interactive Zoom + Project-Based Learning (PBL)

A model that combines Zoom learning (or frontal learning) with project-based learning (chosen by the students). Zoom learning emphasizes activism that encourages and enables the expression of opinions, conducting discussions, and experimenting with Internet resources. Work on the project is done simultaneously, in groups of 3-4 students, using technology and ICT to deepen the academic content, document the work, and manage communication.

Interactive Zoom + Online Video

A model that combines Zoom learning with video-based learning. It includes watching videos and performing relevant activities and tasks (in a flipped class style). This model develops the students as independent learners who can learn independently and take advantage of the potential inherent in the use of video.

Interactive Zoom + Inquiry-Based Learning (Teamwork and Peer Learning)

A model that combines Zoom learning with group inquiry-based learning. Emphasis is placed on examining the added value of using technology and digitization to promote the learning of content or preparing activities that use professional software and applications to promote the learning of specific content areas.

Synchronous Learning + Asynchronous Learning Based on Online Tasks

This model combines synchronous learning based on frontal lectures and asynchronous distance learning based mainly on performing tasks and exercises. This model is considered friendly and easy to implement and can be used by lecturers in the preparation phase for the transition to implementing advanced teaching models (such as those mentioned above).

Simulation in Education

The simulation is designed to bridge the gap between theory and practice. It is based on the analysis of authentic cases and includes reflective and critical thinking processes.

Additional ideas can be found in the Innovative Pedagogical Space.

Evaluation Practices

The college promotes formative evaluation processes whose goal is to ensure that the new pedagogical model allows students a margin of action and self-expression, to learn from mistakes, and to improve educational activities and personal skills throughout the new process.

Through various evaluation tools, including group work and peer evaluation, students will be able to work on open tasks in a cooperative manner that encourages interaction with other learners, conducting dialogue, and exchanging opinions. We believe that, unlike a traditional evaluation  (characterized by judgment), an orderly and process-based evaluation based on the guidance, accompaniment, and monitoring of the lecturer (who will serve as a mentor) will allow students to receive feedback during the process, expand and deepen the knowledge they acquire, and cultivate advanced learning skills. It will provide them with significant space for self-expression and help them grow gradually and safely as independent learners.


Alternative evaluation tools can be found in the ASSET project booklets in the International Relations Unit.