Learning and teaching – from understanding to creating

For Thalfeldt, learning means gaining an increasingly deeper understanding of processes – from simply knowing that something exists to developing new solutions. His own experience confirms that practical learning and hands-on practice are the most effective paths. “I only understood many things once I started working in the field – practice gives knowledge its depth,” he says.

He defines teaching as creating an environment where students can genuinely deepen their understanding. At the start of every semester, he reviews his courses with a critical eye and redesigns them if necessary. For example, he has reduced the number of topics covered during a semester so that the course can better fulfil its purpose and students can focus more on teamwork, communication and problem-solving – skills that matter most in working life.

Thalfeldt considers it essential that students learn to manage their studies from the very first semester. In his introductory course, students visit companies every week. Before each visit, they must prepare questions, and afterwards they reflect on what they learned. This helps them understand early on that learning is not passive – it requires active thinking and responsibility.

A teacher in three words: inclusive, motivated, balanced

As a teacher, he describes himself with three words: inclusive, because he strives to draw students actively into the learning process; motivated, because continuous renewal and development come naturally to him; and balanced, because maintaining both academic rigour and a human approach is important.

He is inspired most by students who are motivated and share feedback about applying what they learned in real life. “When a student says that what they learned at TalTech helped them get started in a company right away, that is the highest recognition,” Thalfeldt says. He also finds inspiration in the moments when he learns something new through teaching – small discoveries that keep the process engaging.

General competencies – key skills for the future of work

In Thalfeldt’s view, general competencies are just as important in the workplace as subject-specific knowledge. He highlights digital skills, collaboration and critical thinking as particularly crucial. Combined with disciplinary competence, these are the skills that help students succeed in a rapidly changing world. His programme includes a new interdisciplinary problem- and project-based module where students practise exactly these abilities – teamwork, communication and problem-solving across different fields.

Students may not always realise the importance of general competencies, he notes, but these are the qualities that help them advance in their careers. “No one wants to hire an engineer who can’t collaborate or who lacks critical thinking,” he says plainly.

From TalTech’s Good Practice of Learning and Teaching, the principle that resonates most strongly with Thalfeldt is that the lecturer creates the conditions, and the learner is responsible for the learning. His motto is: “Help students engage in meaningful effort throughout the semester – and don’t be afraid to be demanding.” He emphasises that consistent effort matters far more than a last-minute sprint at the end of term.

Dreaming of an ideal learning and teaching environment at TalTech, Thalfeldt describes it in three words: dedicated, ambitious and collaborative. These, he believes, are the values that will advance both students and the university as a whole.

Learn more about good learning and teaching: taltech.ee/en/learning