Y. Zarouk1, M.J. Gonçalves2, M.G. Chorão2, S. Ribeiro2, C. Silva3, P. Peres2

1Abdelmalek Essaadi University, Faculty of Science (MOROCCO)
2Polytechnic of Porto / ISCAP (PORTUGAL)
3Polytechnic of Porto / ESHT (PORTUGAL)
Our societies require that students have several higher-level thinking skills, often referred to as 21st-century skills, along with proficiency in their essential skills. In other words, schools need to prepare students to meet the challenges of working in a changing, technology-driven society, helping them develop the higher-level thinking and communication skills they will need when entering the job market. This leads to a change in education, from teaching to facilitation; a shift from "traditional" education focused on a chalk and talk methodology to one that encourages young people to challenge ideas and develop skills. Thus, student-centered approaches such as project-based learning (PBL), flipped learning and gamification ... among others, offer proven strategies for developing 21st century skills. In this article, we present the implementation of several case studies of three different units:
Knowledge Management, of the master's degree in Business Information Management.
Electronic Commerce of the degree course in International Trade.
Translation of Technical Text - English, of the degree in Counseling and Translation.
Information Technology and Web Business, Master in Hotel Management.

In the moodle platform that supported the course, were implemented characteristics that allowed to motivate and evaluate the student's work throughout the course, assigning scores according to the work done. Students also reflect on self-regulation before and at the end of the pedagogical strategy implementation. The interactions take place online (synchronous and asynchronous communication) and, in a flipped classroom perspective, in combination with the gamification strategies that boost the competitiveness of work groups.