ვებ-გვერდი მუშაობს სატესტო რეჟიმში
Training Center for Innovative Teaching Methods
About Service
The functions of the training center for innovative teaching methods are:
- Taking into account the specifics of various educational programs, to find and promote modern teaching methods;
- to develop training modules for facilitating modern teaching methods, re-train coachers, and organize training courses;
- to promote the process of introducing modern teaching methods into educational programs;
- to promote and support the development of innovative ideas.
Contact details:
trainingcenter@eu.edu.ge
Training modules offered to European University staff by the Center for Innovative Teaching Methods:
To improve assessment methods at the university and promote the implementation of modern methods through the continuous professional development of academic and visiting staff; to introduce participants to the necessity and importance of diverse assessment methods; to provide participants with information regarding core assessment approaches, national standards, assessment principles and key criteria; to assist participants in developing skills for modern assessment methods.
To introduce participants to modern teaching methods, technologies, and the tools required for active learning; to promote the implementation of modern teaching methods at the university through the continuous professional development of academic and visiting staff; to deepen participants’ knowledge regarding the necessity and importance of utilizing modern student-centered teaching methods; to demonstrate to participants the correct identification of teaching methods oriented toward course goals and outcomes, and to strengthen the trainees’ practical skills.
Aims to develop the professional competencies of academic and clinical staff involved in the field of medical education. Within the framework of the training, participants will be introduced to modern, student-centered teaching methods, active learning strategies, and effective assessment tools. Particular attention will be paid to outcome-based planning, the effective use of feedback, and practical mechanisms for improving the quality of medical education. The training will help participants design the learning process more effectively and align it with modern educational standards.
Trainees are introduced to the latest electronic tools used in blended learning. Accordingly, the goal of the training is to highlight the advantages of utilizing pre-selected electronic platforms, online courses, or applications—taking into account the primary characteristics of face-to-face and online teaching—and to implement them into learning courses.
The goal of the training is to introduce the Moodle platform and its functions to the attendees, which is important and necessary for the smooth and proper management of the educational process. Within the training, the staff learns how to use the Moodle platform to organize a learning course, gather and share study materials with students, create assignments and various activities for students (including quizzes, surveys, forums, etc.), facilitate communication between the student and the lecturer, check student papers for plagiarism, and create personal files, including question banks.
The training aims to develop participants’ digital competencies and promote the use of modern online tools in the teaching and learning process. Training participants are introduced to various web platforms and programs, enabling them to create interactive, visually appealing, and educationally tailored resources. This enhances the diversity of the learning process, increases student engagement, and improves the quality of teaching.
The goal of the training module is to equip lecturers with the ability to raise awareness of academic integrity principles among students, and to promote the use of the plagiarism detection software, Turnitin.com, in teaching and assessment. Upon completion of the training, participants will possess both theoretical knowledge and practical skills. Trainees will receive information on the following topics: how to avoid plagiarism in their own works; how to search for and select reliable scientific sources; how to detect plagiarism and dishonest approaches in other people’s texts; how to create student assignments in plagiarism detection software and how to upload papers; how to utilize the system’s generated instructions after uploading papers; and how to check AI-generated text for plagiarism using Turnitin.
Trainees are introduced to the functioning mechanisms of artificial intelligence, various tools, and the ways to utilize them. The goal of the training is to familiarize participants with the rules for using AI-based tools during the teaching and learning process.
The online workshop was dedicated to the role of artificial intelligence in higher education. Participants explored the potential uses of AI in the processes of teaching, learning, and research, and also discussed ethical issues such as academic integrity, algorithmic bias, equity, and data privacy
The goal of the training is to deepen participants’ knowledge of media literacy and develop critical thinking skills, helping them evaluate information reliability and disseminate accurate information during the teaching and learning process. Participants are introduced to the mechanisms of media influence, how to distinguish between fake and reliable sources, methods for maintaining digital hygiene, and practical ways to decode information. The acquired knowledge and skills will contribute both to improving the quality of learning resources and to strengthening the information and media culture of students.
To deepen training participants’ knowledge of the principles of effective student-centered course planning; to provide participants with information on utilizing modern approaches and technologies for effective course planning, as well as to familiarize them with general and university accreditation standards; to demonstrate to participants the correct identification of course goals, outcomes, content, and methods within a syllabus, and to strengthen participants’ practical skills.
The training serves to inform educators and develop their practical skills in using interactive teaching methods, making the teaching and learning process more effective, interesting, and student-centered. Participants will learn about the benefits and applications of group work, role-playing, and case-based learning, which will contribute to improving the quality of the educational process and increasing student engagement in the university environment.
Training participants will develop knowledge and skills in utilizing game-based learning methods, which help activate the teaching-learning process, increase motivation, and effectively achieve educational goals. Trainees will explore the principles of game-based learning and their pedagogical purpose, learning how to select or create games tailored to educational objectives, ensure active engagement and knowledge transfer, and encourage creativity and critical thinking. The acquired experience will allow them to enrich their subject and teaching practices with interactive activities focused on cognitive and thinking skills, which will positively impact the quality of the learning process, as well as student engagement and academic outcomes.
The training serves to enhance educators’ awareness and professional competencies regarding the importance of emotional intelligence, methods for its development, and ways to effectively integrate it into the teaching-learning process, thereby contributing to students’ academic success, motivation, and emotional well-being.
The workshop is an interactive, practice-oriented session aimed at developing emotional intelligence (EQ) in both professional and personal contexts. The meeting combines brief theoretical frameworks with a variety of practical activities that promote self-awareness, emotion management, effective communication, and the improvement of relationships within the academic environment. The workshop serves to: deepen lecturers’ emotional awareness; establish open and safe communication with one another; understand the emotional factor in the teaching-learning process; and strengthen trust and cooperation among participants. The session topics include: the essence and components of emotional intelligence, self-awareness and emotion recognition, emotion regulation and stress management, empathy and active listening, effective communication and feedback, and the lecturer’s emotional impact on the audience.
To introduce participants to the essence and importance of using problem-based learning in the educational process; to raise awareness and develop practical skills among participants regarding the techniques of applying the problem-based learning method; to promote the implementation of the problem-based learning method at the university through the continuous professional development of academic and visiting staff.
As part of its social responsibility, the Training Center for Innovative Teaching Methods systematically offers free training sessions to general education schoolteachers to support their professional empowerment:
This training is a practical continuation of the student-centered teaching topic and focuses on the use of digital tools in the educational process. Goal of the training: To develop participating teachers’ ability to use digital educational applications in a pedagogically sound and practically effective manner to enhance student-centered learning. Training Outcome: Upon completion of the training, participants will be able to integrate interactive digital tools into their own teaching practices, create quizzes and learning activities on various platforms, and improve student engagement and learning outcomes. In the first part, participants attend a modeled interactive lesson utilizing platforms such as Mentimeter, Wordwall, Blooket, Wayground, and other applications. In the second part, the training continues with practical work based on a “learning by doing” approach—participants create their own interactive activities and assessment tools while receiving technical and pedagogical recommendations for their effective use.
The training aims to share international experience on pressing classroom management challenges and effective student-centered teaching practices. Participants will explore and develop skills that will help them integrate student-centered approaches into their daily practice. Following the training, they will be able to improve student engagement and learning outcomes.
Within the framework of the training, participants will have the opportunity to:
- Share their own experiences regarding classroom management issues;
- Identify and analyze core challenges based on practical examples;
- Discuss ways to solve existing problems within the context of student-centered teaching;
- Study international practice-based approaches to lesson planning and implementation.
The training aims to support teachers’ professional development by strengthening skills such as effective lesson planning, the proper formulation of objectives, and the integration of modern assessment approaches into the teaching process. The 4-hour session combines theoretical blocks, practical exercises, and discussions of international experience, allowing participants to better understand what a proper assessment model looks like—one that does not merely monitor but actively develops the student. Throughout the training, participants explore the three main types of assessment: diagnostic, formative, and summative, and learn why formative assessment stands as a central pillar of modern teaching. Practicing the formulation of SMART goals will enable participants to develop precise, measurable, and realistic learning objectives tailored to their subject matter, which directly link to corresponding assessment formats. During the training, trainees will work on two practical activities: a lesson planning exercise where participants design their own lesson structure, and a rubric construction assignment that helps them define levels of learning quality. By the end of the training, participants will realize that planning and assessment are two sides of the same coin; when properly integrated, they create a learning process where students do not simply complete tasks, but experience progress, see their own growth, and receive high-quality feedback.
The training aims to promote participants’ professional growth, strengthen the culture of collaboration within the teaching team, and acquire mechanisms for improving the quality of teaching. Participants will be able to utilize internal observation and peer observation as professional development tools, create and develop their own professional portfolios, and perform self-assessment and internal monitoring to enhance teaching quality. Within the framework of the training, participants will have the opportunity to: share their own experiences regarding collaboration within the teaching team and internal observation issues; study practical approaches to compiling and developing a professional portfolio; discuss teaching quality assurance mechanisms, including self-assessment and internal monitoring; and participate in interactive group exercises, reflection, and feedback activities.
The training covers: the importance of problem-based learning; problem-based learning strategies – teaching through cases and dilemmas; the steps of constructing cases and the stages of teaching with case technology; teaching dilemmas – values education; and practical examples of cases and dilemmas.
The goal of the training is to familiarize trainees with the principles of Universal Design for Learning (UDL), enabling them to plan the learning process while incorporating UDL principles and differentiated teaching approaches. Participants will be able to analyze and design the learning process, selecting classroom activities/assignments in alignment with set goals, while accounting for students’ individual needs, UDL principles, and differentiated teaching methods. The topics to be discussed during the training include: a general overview of Universal Design and the significance of the right to education; core criteria of Universal Design; the importance and necessity of utilizing appropriate learning methods, materials, and assessment systems for all students; diversity of learning materials, various forms of information delivery, diverse means of expression, and opportunities for creating motivation; key components of the school curriculum and teaching-learning strategies; the application of specific strategies within the teaching-learning process; and teaching-learning strategies for students with specific difficulties within the context of Universal Design for Learning.
