{"id":229828,"date":"2026-04-30T13:14:44","date_gmt":"2026-04-30T10:14:44","guid":{"rendered":"https:\/\/azbuki.bg\/?p=229828"},"modified":"2026-04-30T13:14:44","modified_gmt":"2026-04-30T10:14:44","slug":"basic-aspects-of-the-educational-strategy-learning-by-doing","status":"publish","type":"post","link":"https:\/\/newspaper.azbuki.bg\/en\/uncategorized\/basic-aspects-of-the-educational-strategy-learning-by-doing\/","title":{"rendered":"Basic Aspects of the Educational Strategy \u201cLearning by Doing\u201d"},"content":{"rendered":"

Prof. Irena Peteva<\/strong>, <\/strong>DSc.<\/strong><\/p>\n

Dr. Steliana Yordanova<\/strong>,<\/strong> Assoc. Prof.<\/strong><\/p>\n

Stoyan Garov<\/strong>,<\/strong> PhD student<\/strong><\/p>\n

University of Library Studies and Information Technologies<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/str2026-2-2-bas<\/a><\/p>\n

Abstract<\/strong>.<\/strong> This scientific paper examines the essence and content of the educational strategy (paradigm) \u201cLearning by doing<\/em> -LbD\u201d (\u201clearning by doing<\/em>\u201d or \u201clearning by activities<\/em>\u201d) in the context of modern higher education and the growing complexity of the information environment. At the theoretical level, the philosophical and pedagogical roots of the approach are traced \u2013 from the ideas of D. Dewey (Dewey, 1938) and project-based learning to modern concepts of so-called productive learning (Ze\u010devi\u0107, 2023; \u017derovnik, 2021).<\/p>\n

Special emphasis is placed on the possibility of interpreting the educational paradigm \u201cLearning by doing\u201d<\/em> through the prism of the theory of information and security, developed in the works of S. Denchev (Denchev, 2019), where the information environment is described as a complex, uncertain and dynamic system, requiring the formation of practically oriented competencies and systemic thinking.<\/p>\n

In this regard, the article considers systems analysis not only as a scientific and management tool, but also as a methodological framework for constructing activity-based learning situations in which students solve real or simulated problems related to information and security.<\/p>\n

A model is proposed for implementing the educational paradigm \u201cLearning by doing\u201d<\/em> in a university information environment \u2013 \u200b\u200bwith a focus on various scientific, educational and professional areas \u2013 including specific didactic forms (projects, case studies, simulations, internships) and approaches to assessing results on a competency-based and systemic-analytical basis. In this regard, the main challenges and prospects for the implementation of the paradigm in the conditions of digitalization and hybrid learning formats are outlined.<\/p>\n

Keywords:<\/em> \u00a0Learning by doing \u2013 LbD, learning through activities, Productive learning, Higher education, University information environment, Information security, Information theory, Informing science, Systems analysis, Competency-based approach, Model, Active learning methods<\/p>\n

 <\/p>\n

Introduction<\/strong><\/p>\n

In the conditions of accelerated digitalization, increasing information density and systemic uncertainty, higher education is faced with the task of forming not just a volume of knowledge, but flexible, adaptive and applicable competencies. Traditional lecture-reproductive models of learning are increasingly difficult to meet the requirements of the complex information environment in which future specialists will work. This puts on the agenda the need to reorient towards new educational strategies and paradigms that integrate knowledge with activity, with the integral possibilities for doing different things, both traditional-routine and innovative, fully related to current and future social practice (Denchev, Peteva, Stoyanova, 2016).<\/p>\n

One of the most influential and sustainable educational concepts in this direction is Learning by doing<\/em> \u2013 LbD (\u201clearning by activities\u201d<\/em> or \u2018learning by doing\u201d<\/em>),<\/em> whose theoretical roots are associated with the ideas of D. Dewey and the later development of project and productive learning. In the Russian pedagogical tradition and in the educational traditions of most of the former socialist countries, this paradigm has been further developed in the form of \u201clearning by doing\u201d<\/em> and \u201cproductive learning\u201d, with an emphasis on the active participation of the learner, the construction of meaning and the creation of a personally significant educational product (Davydov, 1996; Zinchenko,\u00a0 2005).<\/p>\n

At the same time, in some more modern theoretical statements dedicated to information, security and systems analysis, the understanding of the information environment as a complex, dynamic and uncertain system is affirmed, in which effective action is unthinkable without skills for working with information, for risk assessment and for systems thinking (Denchev, 2024). These concepts naturally intersect with the logic of Learning by doing<\/em>, which implies the inclusion of students in real or near-real situations requiring analysis, decision-making, and responsibility.<\/p>\n

The purpose of this study is to analyze the essence and content of the educational strategy \u00a0\u00a0<\/em><\/strong>Learning by doing <\/em>through the prism of information theory, information science, security and systems analysis, and to propose a model for its implementation in the context of higher education.<\/p>\n

In order to achieve the just-defined goal of the scientific research, the following tasks must be formulated and fulfilled:<\/p>\n

    \n
  1. To indicate the theoretical foundations and pedagogical basis for the implementation of the strategic educational paradigm Learning by doing<\/em>;<\/li>\n
  2. To develop and propose a model for implementing the strategic educational paradigm Learning by doing<\/em> in a real university information environment, with specific pedagogical approaches for action;<\/li>\n
  3. To explore and analyze the possibilities for integrating the two complementary concepts – that of information security and that of system analysis, within the framework of the strategic educational paradigm Learning by doing<\/em>;<\/li>\n
  4. To determine the most important challenges and prospects for the autonomous development of this paradigmatic strategy in all modern higher education institutions.<\/li>\n<\/ol>\n

    The methodological basis of the study is the systemic approach, theoretical and analytical review of the literature, comparative analysis of pedagogical concepts, and conceptual modelling of educational strategies and paradigms.<\/p>\n

     <\/p>\n

    Theoretical foundations of the paradigmal educational strategy learning by doing<\/strong><\/p>\n

    The LbD educational strategy has deep philosophical and pedagogical roots, related to the development of pragmatism, constructivism and active learning methods. As already mentioned, the main theoretical foundation is associated with D. Dewey (Dewey, 1996, 1938), who rejects reproductive, mechanical learning and proposes a model of education in which knowledge arises from experience, action and interaction with real problems. For Dewey, true learning is a process of \u201cexperiencing\u201d and \u201crethinking\u201d the action, in which not only the teacher, but also the student is an active subject. Another key figure is W. Kilpatrick (1918) (Knoll, 1997; Kozan, 2024), who developed the project method, as well as later representatives of constructivism, according to whom knowledge is not \u201ctransmitted\u201d by the teacher but is constructed by the student through meaningful actions. These ideas, further developed in the works of D. Kolb (Kolb & Kolb, 2017), M. Knoll (1997), K. Kozan (2024), V. Davidov (1986, 1996) and V. Zinchenko (2005), lay the conceptual foundations of LbD as a strategic educational paradigm that integrates practice, thinking, creativity, and reflection.<\/p>\n

    In Eastern European pedagogical schools (Kuruc,\u00a0 2024; Loudov\u00e1 Stralczynsk\u00e1, Ko\u017eeluhov\u00e1, Licardo, \u00a02023),\u00a0 the ideas of LbD (in Bulgarian \u2013 \u201e\u0443\u0447\u0435\u043d\u0435 \u0447\u0440\u0435\u0437 \u043f\u0440\u0430\u0432\u0435\u043d\u0435\u201c, in Russian \u2013 \u201e\u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435 \u0447\u0435\u0440\u0435\u0437 \u0434\u0435\u044f\u0442\u0435\u043b\u044c\u043d\u043e\u0441\u0442\u044c\u201c and \u201e\u043f\u0440\u043e\u0434\u0443\u043a\u0442\u0438\u0432\u043d\u043e\u0435 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u201c, in Serbian \u2013 \u201e\u0443\u0447\u0435\u045a\u0435 \u043a\u0440\u043e\u0437 \u0440\u0430\u0434\u201c, in Czech \u2013 \u201cu\u010den\u00ed se prax\u00ed\u201d, in Polish \u2013 \u201cnauka przez dzia\u0142anie\u201d, in Slovak \u2013 \u201cucenie sa praxou\u201d and in Slovenian \u2013 \u201cucenje z delom\u201d), expand the classical theory with an emphasis on:<\/p>\n

    \u2013 the creation of a personally meaningful product (Usova, 2018; Davidov, 1986);<\/p>\n

    \u2013 participation in real or simulated professional activity (Ilieva, 2015)<\/p>\n

    \u2013 reflective analysis of one\u2019s own actions (Lebedinski, 1999; Trushkov, 2002);<\/p>\n

    \u2013 formation of metacognition and professional maturity (Bodalev 1992; Zinchenko 2005).<\/p>\n

    This tradition considers the learning task as a \u201cmicromodel of the professional world\u201d, in which the learner participates as an actor, and not as a passive receiver of knowledge (Kizhevatova, 1988). Thus, a natural connection is created between the goals of education and the real requirements of professional practice.<\/p>\n

     <\/p>\n

    LbD in the context of active educational strategies<\/strong><\/p>\n

    Not only according to D. Dewey and his then followers, but also according to modern didactic theory and practice, the strategic educational paradigm Learning by doing<\/em> is defined as a kind of educational framework, into which a number of well-known active and interactive methods for practice-oriented learning naturally fit, such as (Bonwell & Eison, 1991):<\/p>\n

    \u2013 project-based learning;<\/p>\n

    \u2013 analyses of main and auxiliary cases;<\/p>\n

    \u2013 simulations;<\/p>\n

    \u2013 role-playing games;<\/p>\n

    \u2013 laboratory practical exercises;<\/p>\n

    \u2013 acquisition of field practical skills;<\/p>\n

    \u2013 internships and practices; in a real production professional environment;<\/p>\n

    \u2013 learning by experience.<\/p>\n

    Here, the general principle of the methods just listed is that the activity (doing something) works as the main mechanism for:<\/p>\n

    \u2013 integration of theory and real social practice;<\/p>\n

    \u2013 activation and maintenance of cognitive processes in the working phase;<\/p>\n

    \u2013 formation and application of practical skills;<\/p>\n

    \u2013 activation and maintenance of cognitive processes;<\/p>\n

    \u2013 integration of theory and practice;<\/p>\n

    \u2013 development and maintenance of critical systematic thinking;<\/p>\n

    \u2013 definition, implementation and defense of personal motivation.<\/p>\n

    This paradigmatic educational strategy is extremely effective in professional areas related to: human resource management, business and administrative communications, national security, informatics and information technologies, data analysis and artificial intelligence, where students must make decisions, react to a rapidly changing dynamic environment, make analyses and assessments, foresee consequences and plan actions for their management.<\/p>\n

     <\/p>\n

    Interpretation of the paradigmal strategy from the perspective of informing science and security<\/strong><\/p>\n

    The works of S. Denchev, \u201cInformation and Security\u201d (2019) and \u201cSome Notes on Lectures on Systems Analysis\u201d (2024), provide a key analytical toolkit for understanding Learning by doing<\/em> in the modern information context. According to these works:<\/p>\n

    \u2013 the information environment is a complex system characterized by dynamics, multidimensionality and uncertainty;<\/p>\n

    \u2013 effective actions in this environment require competencies for working with information \u2013 credibility assessment, risk management, decision-making, threat recognition;<\/p>\n

    \u2013 systems thinking is a key factor for understanding and managing complex processes.<\/p>\n

    These postulates fully coincide with the logic of learning by doing<\/em>, because:<\/p>\n

    \u2013 competencies in the field of information and security cannot be formed only through theoretical lectures;<\/p>\n

    \u2013 the learner must be placed in an active situation of analysis, choice and action;<\/p>\n

    \u2013 solving realistic tasks models the same \u201cuncertain environment\u201d for which systems analysis prepares;<\/p>\n

    \u2013 Learning by doing<\/em> develops the intuitive and analytical thinking that is necessary when processing information and assessing threats.<\/p>\n

    Denchev places particular emphasis on information security as a function of cognition, which makes the \u00a0Learning by doing<\/em> strategy directly related to modern professional standards.<\/p>\n

     <\/p>\n

    Systems analysis as a methodological framework of LbD<\/strong><\/p>\n

    According to researchers in this scientific field, an integral definition of systems analysis could have the following form, namely:<\/p>\n

    \u201cSeparation of a whole into its constituent parts and elements for the purpose of their in-depth research and study, i.e. it is a peculiar approach to understanding complex processes, which reveals the structure, dependencies, goals and options for optimal action.\u201d<\/em><\/p>\n

    This methodological framework can be transformed into a didactic model in the following way.<\/p>\n

    Defining the problem<\/strong><\/p>\n

    Learners identify a real or simulated problem (process, incident, case study, common or risky information situation).<\/p>\n

    In learning through activity, this is the starting „trigger“ for learning.<\/p>\n

    Data collection and analysis<\/strong><\/p>\n

    Here, the following are developed:<\/p>\n

    \u2013 information literacy;<\/p>\n

    \u2013 skills for checking credibility;<\/p>\n

    \u2013 data structuring;<\/p>\n

    \u2013 critical thinking.<\/p>\n

    Modeling<\/strong><\/p>\n

    Students build a model of the problem \u2013 graphical, logical, mathematical or conceptual.<\/p>\n

    This is a key stage for developing systems thinking.<\/p>\n

    Developing alternatives<\/strong><\/p>\n

    Students generate options for action \u2013 strategic, tactical, technological.<\/p>\n

    Evaluation and selection<\/strong><\/p>\n

    Commonly applicable criteria are used: efficiency, risk, resource availability, sustainability.<\/p>\n

    Application and reflection<\/strong><\/p>\n

    The last stage is crucial, because \u00a0Learning by doing<\/em> includes an analysis of one\u2019s own actions \u2013 mistakes, successes, logic.<\/p>\n

     <\/p>\n

    Place of learning by doing in modern university preparation (<\/strong>Denchev, Stoyanova, Yotova, Varadinova, 2017)<\/strong><\/p>\n

    Modern higher education is changing under the pressure of:<\/p>\n

      \n
    1. <\/li>\n
    2. Artificial intelligence.<\/li>\n
    3. High information complexity.<\/li>\n
    4. Constantly changing security environment.<\/li>\n
    5. Need for interdisciplinary competencies.<\/li>\n<\/ol>\n

      \u00a0Learning by doing<\/em> becomes a strategic tool for:<\/p>\n

        \n
      1. Formation of analytical thinking;<\/li>\n
      2. Development of professional skills and habits;<\/li>\n
      3. Mastering a systematic approach to problems;<\/li>\n
      4. Building readiness to work in conditions of uncertainty;<\/li>\n
      5. Formation of personal responsibility for decisions.<\/li>\n<\/ol>\n

         <\/p>\n

        Learning by doing as a response to the dynamics of the information environment<\/strong><\/p>\n

        The modern information environment is characterized by a high degree of dynamism, complexity and uncertainty \u2013 qualities that are defined as structurally determining for systems related to information and security. According to Denchev, in such an environment, traditional training formats based on passive reproduction of knowledge cannot form competencies necessary for effective professional activity.<\/p>\n

        Information processes include a constant flow of data, the need for critical assessment, threat recognition and timely decision-making. This type of thinking is not built by listening, but by participating in realistic situations that model the uncertainty and multivariate nature of the information system.<\/p>\n

        From this perspective, Learning by doing<\/em> represents a methodological response to the key challenge of preparing professionals who not only know but can act in a dynamic, unpredictable environment.<\/p>\n

         <\/p>\n

        Link between information security and LbD<\/strong><\/p>\n

        Information security is an interdisciplinary field that combines knowledge, practice and responsibility. The main components of this sector \u2013 information protection, risk management, threat recognition, and vulnerability analysis \u2013 are, by their nature, active competencies.<\/p>\n

        These include:<\/p>\n

        \u2013 active collection, processing and assessment of information;<\/p>\n

        \u2013 identification and modelling of risk situations;<\/p>\n

        \u2013 choice between competing protection strategies;<\/p>\n

        \u2013 implementation of measures under time and information pressure.<\/p>\n

        Not only educational theory, but also educational practice shows that effectiveness in the field of security stems from both intellectual knowledge and practical readiness for action, based on experience and the ability to know and recognize patterns in complex systems.<\/p>\n

        The paradigmatic strategy \u00a0Learning by doing<\/em> creates optimal conditions for the development of these competencies, for the following important reasons:<\/p>\n

        \u2013 the learner is placed in the position of an active participant in processes close to real ones;<\/p>\n

        \u2013 the learner is forced to think and act in conditions of uncertainty;<\/p>\n

        \u2013 simulations of incidents, crisis scenarios and solving real cases are naturally included here;<\/p>\n

        \u2013 the competencies develop reflexivity and the ability to analyze one’s own actions – a basic component of professional maturity.<\/p>\n

         <\/p>\n

        Conceptual generative model for implementing the educational paradigmatic strategy lbd in the university information environment<\/strong><\/p>\n

        Conceptual basis of the model<\/strong><\/p>\n

        In the conditions of the revolutionary transformation of the university information environment, educational institutions are faced with the need to prepare specialists capable of thinking soberly and systematically, acting firmly and confidently, and making decisions amid complex uncertainty. The development of a model for implementing \u00a0Learning by Doing (LbD) in the university education system offers a response to these requirements by integrating theory and practice on the basis of <\/em>and in the volume of the theoretical and practical framework of system analysis.<\/p>\n

        The proposed conceptual model is structured so that it can be applied in a wide range of professional areas, but is particularly suitable for the following:<\/p>\n

          \n
        1. Public communications and information sciences.<\/li>\n
        2. National security.<\/li>\n
        3. Information Technology<\/li>\n
        4. <\/li>\n
        5. Administration<\/li>\n
        6. History and Archaeology<\/li>\n<\/ol>\n

          It combines the principles \u2013 complexity of information systems, analytical methods, risk management and a systems approach \u2013 with the Russian and Eastern European concepts of \u201clearning through activity\u201d and the leading international trends in practice-oriented education.<\/p>\n

          \u00a0<\/strong><\/p>\n

          Basic principles of the model<\/strong><\/p>\n