Abstract
The global health crisis in early 2020 disrupted conventional teaching methods, prompting a rapid shift toward alternative instructional models. This study investigates the effectiveness of the modular learning approach introduced during the pandemic and seeks to identify an optimal methodological framework for its implementation in higher education. The research employed theoretical and comparative analysis, observation, survey methods, and didactic design to explore how modular learning influenced student training quality. Findings indicate that the modular approach contributed positively to the organization and delivery of academic content, supporting student engagement and learning continuity during a period of crisis. Furthermore, the study highlights critical elements for structuring this methodology effectively, emphasizing the importance of flexibility, autonomy, and coherence in learning design. These insights offer practical value for university educators and education planners aiming to refine instructional strategies in both emergency and long-term contexts. Keywords: Active learning; higher education; instructional design; modular teaching; pandemic pedagogy