Teaching and Learning

The culture of excellent teaching is firmly entrenched at UP across all fields of study. Our committed academics have multiple approaches to teaching to ensure that students with a variety of learning strengths succeed. Good teaching helps students to excel and graduate in the minimum time set out for a degree.

Our degrees are locally accredited and internationally recognised. We have agreements in place with the relevant legal accreditation bodies around the world, which means that, with UP behind your name, your qualification will always be recognised. 

Our educational approach has a strong focus on inclusivity and equitable access to education, but ultimately on equity of outcomes. We effectively use contact sessions in traditional lectures, seminars, laboratories and practical sites, together with the experience gained by more than 20 years of using online learning platforms. This has enabled access and success for an increasing number of students. 

Our teaching and learning approach is based on inquiry-based learning, hybrid learning and community-based learning. This means that students can ask questions and do research in their field to learn and discover answers on their own; be taught in a classroom or other formal contact environment but also find additional activities, notes, resources and videos to supplement their classes online; or apply their knowledge in a practical way to help communities around university campuses.

Additional academic development is offered to first-year students to orientate them to the range of support services and offerings available institution-wide and within faculties to help students achieve their academic goals. These include tutoring, mentoring and advising services.


In terms of a learning theory, the University believes that students actively construct their own knowledge and understandings. This is best done by engaging students in class using inquiry-based teaching. A flipped teaching approach requires students to prepare before class, enabling new teaching to build actively on existing knowledge. In this way, more time is available in class for focusing on inquiry-based activities, such as developing ideas, exploring consequences, justifying solutions, discussions, and solving problems. This is best done by engaging students in class using inquiry-based teaching where lecturers can focus on complex concepts and problems. The inquiry-based flip approach can be used across different instructional modalities.

The University's flipped learning model for full-time students assumes three phases in teaching and learning, namely (a) preparation before class, (b) engagement in class and (c) consolidation after class.

PREPARE before class

At the very least, the Study Guide and your clickUP module should stipulate a clear, weekly work schedule so that students can keep up independently. Quality instruction requires students to come to class prepared, as this enables new teaching to build actively on existing knowledge. Students can prepare for the class using traditional textbooks, eTextbooks, PDF & Word files, videos or publishers' learning systems. For more information about creating your own videos, click here. For YouTube videos URLs should be zero-rated please see the guidelines.

Assess before class: Students’ preparedness for each class should be assessed before the online class. These assessments provide valuable information to a lecturer that can be used during contact or virtual sessions to address misconceptions. 

ENGAGE during scheduled class time

Inquiry-based learning (i.e. teaching by questioning and not by telling, following Socrates) enables students to think, communicate and justify their ideas. 


Assignments and assessments after class provide further opportunities for students to consolidate their knowledge and organise it into meaningful hierarchical patterns. 

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