INTEGRATING THEORY AND PRACTICE IN CREATIVE DISCIPLINES: A LONGITUDINAL STUDY OF (RE-)ADAPTIVE LEARNING MODELS AND COMPETENCE DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE

This study scrutinises the prevailing paradigm of disseminating knowledge through conventional instructional methodologies such as lecturing, which often fail to cultivate the comprehensive skill sets requisite in contemporary professional environments. It addresses the disconnect between traditional teaching practices and learner expectations by proposing innovative instructional design frameworks. This research contributes to filling extant gaps in the literature regarding the dynamics of competence development across university curricula, where previous studies, overly reliant on self-assessments, have not adequately captured these dynamics. Employing a longitudinal, mixed methods approach and multiple forms of triangulation, this study comprehensively examines the processes of constructing, modifying, and enhancing professional knowledge, skills, and attitudes. It embraces technological integration, individualization, the transfer of theory into practice, re-adaptive teaching, and adaptive course methodologies. The significance of the findings is profound, offering critical insights into enhancing professional competence across diverse academic disciplines.