On the 30 October 2025, The International University of Management (IUM) successfully hosted a workshop on ABC Curriculum Design in Higher Education Institutions (HEIs) under the theme “Promoting Collaborative and Hands-on Approaches to Teaching.” The workshop brought together lecturers, curriculum developers, and education practitioners to explore contemporary and innovative methods for designing learner-centered and activity-based curricula. The main goal was to strengthen teaching and learning practices that foster deeper engagement, creativity and collaboration among students.
The workshop was structured around the six learning types that form the foundation of the ABC learning design model, which are: acquisition, discussion, investigation, practice, collaboration and production. Participants explored how each learning type contributes to a balanced and dynamic learning experience. Through interactive presentations, facilitators demonstrated how educators can design lessons that move beyond traditional lecture-based approaches to include active participation, experiential learning and problem-solving. The workshop provided participants with insights on how they can apply the ABC framework in redesigning their own courses and modules. Through guided activities and questions and answers sessions, lecturers mapped their courses against the six learning types, identifying opportunities to enhance student engagement through collaborative projects, investigative tasks and reflective discussions.
The workshop concluded with a strong sense of enthusiasm and commitment among participants to adopt collaborative and hands-on teaching approaches in their lecture halls. Many participants expressed appreciation for the practicality and simplicity of the ABC model, noting how it empowers lecturers to make learning more meaningful and inclusive. The workshop reinforced IUM’s commitment to advancing innovative teaching and learning practices within higher education, positioning the university as a leader in curriculum innovation and pedagogical transformation in Namibia and beyond.
