Organizational Agility in the Context of Ensuring High-Quality Teaching in Higher Education Institutions

The aim of the article is to identify the pillars of high-quality teaching in higher education institutions and their significance for organizational agility. These pillars include the attractiveness of classes, methods of implementation (traditional, e-learning, hybrid), personalization of study programs, networking, clarity of assessment criteria, availability of online resources and teaching staff, the importance of self-study, analysis and interpretation of results, practical knowledge verification, and group work. The research questions focus on identifying these pillars and assessing their impact on the organizational agility of universities, as well as on adaptability, flexibility, collaboration, and iteration in education. The hypothesis assumes that the application of agile management methods in education can significantly improve the quality of teaching. The research techniques include literature analysis and empirical research conducted among students of Polish universities. The main findings indicate that adaptability, flexibility, collaboration, and continuous iteration, which are key features of agile education, contribute to better adaptation of the teaching process to the dynamically changing needs of students and the labor market. It is recommended to develop innovative teaching methods, personalize learning, and increase the availability of online resources.