Beyond Banking Education: Interactive Approaches in University Lecture Practices

Abstract

Many scholars suggest that interactive lectures allow educators to help students develop their critical thinking, knowledge application, and critical consciousness of social injustice. These skills are difficult to cultivate in the traditional didactic lectures, which are a pedagogical manifestation of the banking education concept. This exploratory research aims to explore the feasibility of implementing interactive lectures at universities. Conducting six interviews with instructors and undergraduates at one university. Utilising a thematic analytical approach uncovers three themes, which reflect several challenges to the implementation of interactive lectures. This study contributes to teaching practice by offering suggestions for implementing interactive lectures, including specific interactive teaching activities and factors that impact their implementation.