Abstract:

The rapid diffusion of generative artificial intelligence changes what higher education must protect as distinctively human learning. When information retrieval, summarisation and procedural response generation can be automated, courses based mainly on knowledge transfer or isolated task completion risk assessing capabilities that digital systems can increasingly support. This paper presents a platform-enabled pedagogical model that has evolved through a multi-year adaptive teaching experiment at the University of Tokaj. The model developed from flipped classroom and project-based learning practices into a student-driven process ownership approach, and by 2026 it had reached a stage where the accumulated pedagogical logic could be formalised in a Moodle-SkillToolkit process-based learning environment. In this model, the primary unit of learning is not the task but the student-owned organizational process, understood as the core unit of process-based learning. Students design, run, evaluate and revise executable learning processes under realistic constraints. Each student acts as the owner of one organizational process, such as market entry, pricing, supply management, customer communication or internal coordination, while peers participate as executors and evaluators. The instructor defines system parameters, assessment criteria and boundaries of the simulated organization. The digital environment supports visual process modelling, process execution, role allocation, parameter management, content integration, feedback, version control and process traceability. The paper presents the conceptual basis, implementation logic and six phases of the model: framing, process design, execution, feedback, revision and integration. The findings are supported by prior empirical FC-PBL results, multi-year teaching experience, student artefacts, role-based project work, feedback practices and the formalisation of the model in the 2026 process-based learning system. The results indicate that process ownership makes systems thinking, decision coherence, role awareness, feedback literacy and reflective improvement more visible and assessable. The main learning outcome is not the isolated correctness of a decision but the coherence, feasibility and adaptability of the constructed process.

Keywords:

Process ownership, process-based learning, AI in higher education, experiential learning, student-centred learning, organizational simulation, project-based learning, flipped classroom, decision-making competence, systems thinking, reflective practice, digital learning environment, peer feedback, self-regulated learning.