Integrating Active and Flipped Learning in The Italian Language Curriculum. A Design and Expectation Analysis

Abstract

This paper explores the restructuring of the Bachelor’s in Italian Language Curriculum at the Universityof Vlora, Albania, through the integration of Flipped Learning and Problem-Based Learning (PBL). Byanalysing the existing syllabus, we identified a clear opportunity to shift theoretical acquisition, such asgrammar rules and phonological theory, to a preliminary individual study phase. This shift reclaimsclassroom time for high-impact interactive and cultural activities.Our methodology focuses on transforming core subjects like Phonology and Literature intocollaborative, project-based modules. Utilising digital platforms like Moodle and Google Workspace tohost preparatory content, we transitioned the classroom from a site of passive listening to one of activeproduction. Initial observations indicate that this redesign does more than just increase studentengagement; it fosters the critical and communicative fluency required in modern language acquisition.Additionally, we examine how intentional learning space design acts as a catalyst for this pedagogicalshift. By presenting this case study, we offer a practical, scalable model for language departmentsseeking to bridge the gap between traditional theory and tangible academic outcomes. Keywords: active learning; collaborative pedagogy; digital tools; higher education in Albania;syllabus redesign