Inside an active learning classroom

Abstract This article reports a small-scale case study implemented in a higher education institution that fosters students’ active construction of knowledge. The research was conducted at an international university in Uzbekistan, with the primary objective of exploring and analysing the students’ attitudes towards active learning classrooms. The learning scenario was created and used with three distinct groups of students. Data regarding the students’ experiences during the active learning exercises were gathered through a questionnaire and focus group discussions. The results of data collection were supportive of active learning, indicating that scenario activities enhance the educational process by making it more interesting and engaging. The study recommends promoting active learning approaches while considering the continuously evolving educational trends of the current student generation.