Creative approaches to learning and teaching through alternative models of education

Abstract

Traditional educational systems are often structured to emphasize the reproduction of knowledge, rigidly defined curricula, and standardized teaching methods. While such an approach may provide basic education to a wide number of students, there is growing dissatisfaction with this model, and increasing evidence shows that it fails to sufficiently foster creativity, critical thinking, and the individual potential of students.

This paper explores several alternative models of education. It analyzes how these approaches shape the educational experience, emphasizing the role of free exploration, hands-on learning, the arts, and play in a child's development. The aim of the research is to provide insight into how creative and alternative approaches can contribute to higher-quality education and empower students to become active participants in their own learning and in community life. Through a horizontal comparison of the traditional approach and six different alternative models, the paper presents and contrasts eight contemporary pedagogical elements. For the analytical framework of comparison and thematic analysis, the study relies on available literature and the author’s own experience (within the context of the traditional approach in Bosnia and Herzegovina).

The implementation of alternative educational models can serve as an inspiration for improving formal education by providing insights into strategies that reduce passive learning and increase student engagement. The paper also examines the challenges and opportunities for applying these models, or their elements, within formal education systems, considering the pedagogical, social, and institutional structures of functioning in Bosnia and Herzegovina.

Although institutional barriers exist, it is possible to adopt elements of these approaches in public schools through curricular innovations, interdisciplinary learning, and stronger connections with the surroundings. It is expected that the findings will contribute to the discussion on educational reform and inspire further research into innovative teaching methods.