Rethinking higher education teaching from the student perspective: Individual learning pathways in an inverted classroom

One of the key challenges in higher education teaching is the growing heterogeneity of student bodies. Teaching approaches that incorporate digital technologies can enable the implementation of student-centred, flexible learning that is focussed on individual requirements and needs. As such, the teaching approach within a pedagogy and education module at the University of Oldenburg was modified in accordance with the principles of the Inverted Classroom Model (ICM) and based on the concept of individual learning pathways. This paper discusses the success factors of the ICM implementation at the student, teacher and organisational levels.