Current Issue

INNOVATIVE TEACHING PRACTICE AND PROBLEM-BASED LEARNING IN THE ADMINISTRATIVE LAW COURSE

Yan-Yi Chang

Chair and Associate Professor, Department of Public Administration,

Chung Hua University, Taiwan, R.O.C.

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Abstract

This study examines the use of PBL and experiential pedagogies to enhance student engagement, critical thinking and practical legal skills in a course on administrative law. Through applied learning, including real-life case studies, and active learning techniques, a shift away from traditional, lecture-style teaching was endorsed and a student-centered classroom was facilitated, focusing on an inquiry-based, collaborative and applied/practice of legal principles environment. The pedagogical design of the course was based on contextually relevant, real-life problems including disputes between the general public and state over state-owned land and waste management, with a view to harnessing motivation and developing thinking analytically. The feedback from practitioners indicated that improvement occurred in legal understanding, engagement and the ability to transfer learning from theory to practice. The conclusion states PBL and experiential pedagogies positively support profession capabilities and a collaborative, self-reflective approach to learning. 

Keywords: Administrative Law, Critical Thinking, Problem-Based Learning, Public Administration, Teaching