The FitPed Project focuses on students’ efforts to acquire programming skills in order to become up-to-date professionals and become better life-long learners as well. The current chapter sketches the larger spectrum of learning/teaching paradigms in order to enable more flexible and effective didactic planning in diverse academic curricula. ‘Active Learning’ has been coined as one of the best striving to let students regain ‘ownership’ of their studying and cognitive development. Simulations, programming, gaming and storytelling are promising candidates for empowering the learning and increasing intrinsic motivation. The chapter will synthesize the various aspects of active learning like: Collaborative, Constructive, Authentic, Situational and Intentional Learning, in order to enable teachers to integrate these instructional ingredients for blended learning even after the Covid-19 era. Learning paradigms have shifted from cognitive acquisition into constructivist approaches, where the learner is encouraged to build more complex concepts from elementary primitives. In this evolution, programming experiences have an important generic role: Students from all major directions need to integrate their thinking in topics like: Algorithmic Thinking, Data Mining, Meta Data, Machine Learning, Deep Learning, Deep Fake, Analytics for Smart Environments, Privacy Issues, etc. For this goal, a basic programming education and experience is useful and necessary. This chapter will highlight how university curricula need to evolve and new teacher roles will develop as well. It will illustrate the transition from the current FitPed Project to its successor. Important additional notion is that the integration of Computer Science and Programming Courses need innovative didactic scenarios as well; Problem-based Learning and Challenge-based Learning are two of the most prominent candidates. After having read this chapter, you will be motivated and equipped to pro-actively design new ICT-oriented courses with your colleagues. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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