Following  COVID pandemic, the academic literature in Higher Education is rife with evidence regarding  the effectiveness of active learning strategies (Prince, 2004; Sivan et al., 2000; Kilgo et al., 2015). Active learning is a pedagogical approach with strategies that promote student engagement and achievement, even though the students themselves do not realise its impact (Deslauriers et al., 2019; Lobo, 2017). 

Active learning optimised online teaching spaces post-covid and embraced well-established student-centred pedagogical practices (Hao et al., 2021). Teacher-centred lectures in Higher Education, traditional lecture theatres have been questioned as active learning has been demonstrated to improve engagement and achievement (e.g. Cavanagh, 2011; Smith and Cardaciotto, 2011). 

This peer-discussion gives rise to issues pertinent to Active learning, provides the theoretical background and disseminates a good practice by a faculty member of the University of Crete with the help of Socrative.