ENHANCING LEARNING OUTCOMES IN CHEMICAL ENGINEERING THROUGH A NEW EDUCATIONAL MODEL

Educational studies have long focused on the methods employed by newly qualified teachers and the importance of skilled lecturers and modern teaching techniques globally. Classroom discussion is increasingly recognized as a vital component for effective learning, as student engagement in dialogic and conversational settings enhances knowledge retention and critical thinking. Despite this, little research has explored cooperative or dialogue-based examinations as learning tools. Historically, students relied heavily on textbooks and brief lectures, using instructor notes as a foundation for deeper exploration. However, modern teaching methods have shifted towards ready-printed lecture notes and digital tools such as smartboards, reducing students’ need to take notes or engage with textbooks. This shift has fostered a “spoon-feeding” learning culture, where students passively receive information rather than actively construct knowledge or demonstrate creativity. This study critiques this passive learning model, comparing students to nestlings waiting to be fed, and highlights the need to foster more interactive, student-centered learning environments that encourage creativity, critical thinking, and independent knowledge acquisition