The demands of modern higher education are constantly evolving: learners are expected to take responsibility for their own learning process and actively participate in shaping their learning environments. Constructivist approaches, as well as problem- and project-based learning, are at the heart of this shift. But how can we guide teams toward self-direction without overwhelming them or undermining their autonomy through excessive intervention? Instructors who master this balance open up new learning spaces for their students, foster motivation and initiative, and build lasting competencies.

Self-directed teams need leadership—but of a new kind: It is not about traditional instruction, but rather the deliberate design of framework conditions, stimuli, and moderate guidance. The deliberate degree of structure determines whether teams collaborate productively, efficiently, and with joy, or whether they fall into uncertainty and inefficiency. In this way, educators become “learning process facilitators” who know when interaction and intervention are necessary—and when letting go is the better course of action.

The workshop consists of three consecutive sessions (3 hours each), during which you will reflect on your own role, learn about various intervention options, and test methods in practice. Central components include peer exchange, shifting perspectives, and experimentation in a safe learning environment.

Topic Overview:

• Self-directed learning and constructivist teaching: Fundamentals and opportunities
• The role of the teacher in self-directed teams
• Structures, framework conditions, and targeted interventions
• Practical tools for team leadership and engagement
• Dealing with challenges in self-directed settings

After the workshop, you will be able to

• reflect on your own leadership role in self-directed learning scenarios;
• assess the level of structure and freedom teams need in different phases;
• intervene in a targeted and effective manner without limiting learners’ initiative and responsibility;
• apply sets of methods for engagement, guidance, and problem-solving;
• proactively address challenges and further develop your own learning environments.