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Abstract Active learning and inquiry-based learning in higher education foster critical thinking and engagement, preparing students to become lifelong learners and adaptable problem solvers. While intensive delivery modes often incorporate these pedagogies, research has predominantly focused on outcomes rather than the pedagogical approaches themselves. This study addresses this gap by exploring academics’ experiences with active and inquiry-based learning methodologies in the VU Block Model®. Through semi-structured interviews with nine academics, thematic analysis identified five themes illustrating the implementation of these methodologies in intensive delivery modes. Academics described employing active learning practices such as peer teaching, collaboration, hands-on activities and real-world projects in their university classroom. However, the participants' views of the implementation of inquiry-based learning methodologies proved problematic in intensive delivery contexts, often being reduced to posing questions and overlooking its broader scope and potential. The utilisation of active learning and inquiry-based approaches in the context of VU Block Model® presented an opportunity for pedagogical innovation deeply rooted in Dewey’s philosophy of learning through participative and collaborative experience. This study highlights the need for continued exploration of innovative pedagogies in intensive teaching to enhance teaching capacities of academic staff.
Thomas et al. (Tue,) studied this question.