Methodology For Improving Students’ Learning Activities In The Credit–Module System

Abstract

The credit–module system has become a key framework in modern higher education, aimed at ensuring academic mobility, transparency of learning outcomes, and student-centered education. Within this system, the effectiveness of students’ learning activities plays a decisive role in achieving educational objectives. This article examines methodological approaches to improving students’ learning activities in the credit–module system. The study analyzes theoretical foundations of the credit–module system, characteristics of student learning activities, pedagogical conditions, and innovative teaching methods that enhance student engagement, autonomy, and academic performance. The article proposes a structured methodology that integrates active learning strategies, formative assessment, digital technologies, and academic advising. The findings suggest that systematic methodological support significantly improves students’ learning motivation, self-regulation, and learning outcomes in the credit–module system.