American Research Journal of Humanities and Social Sciences

The increasing use of digital technologies in higher education has created new opportunities for moving students beyond passive consumption of instructional content toward more active forms of learning. This study examines an interactive video teaching model designed to support self-directed learning, inquiry, and collaboration among university students. The model is considered as a learning environment in which students, instructors, digital devices, and instructional activities interact continuously rather than functioning as separate elements. Attention is given to the ways interactive video resources can be incorporated into instructional design, classroom activities, assessment, and post-class learning.

The study explores the pedagogical value of interactive video resources in developing meaningful teaching scenarios, encouraging student participation, supporting inquiry-oriented activities, and introducing greater flexibility into conventional teaching practices. It also considers the role of interactive functions in modifying assessment approaches and maintaining digital learning resources that students can revisit according to their individual learning needs. In addition to classroom practice, the study examines the broader conditions required for successful implementation, including curriculum planning, assessment systems, technological infrastructure, teacher preparedness, and institutional supervision.

The findings and discussion highlight the importance of designing interactive video activities around clearly defined learning objectives rather than treating technology as an end. Teachers can use interactive features to accommodate differences in students’ learning preferences, encourage participation, and create a more supportive learning environment. The availability of recorded and reusable learning materials can also extend learning beyond classroom hours by allowing students to review difficult concepts and consolidate previously acquired knowledge. At the institutional level, regular professional development, adequate technical support, and collaborative teaching and research initiatives are recommended to strengthen the effective use of interactive video in higher education. The study suggests that thoughtfully designed interactive video instruction can provide a practical pathway for shifting university teaching from passive viewing toward more active, reflective, and student-centred learning.

Keywords: Interactive Video Teaching; Higher Education; Student-Centred Learning; Active Learning; Self-Directed Learning; Inquiry-Based Learning; Collaborative Learning; Digital Learning Resources; Instructional Innovation; Student Engagement; Educational Technology; University Teaching.