In recent years, education has undergone a significant transformation due to rapid technological advances and an increasing emphasis on student-centred learning. Traditional teaching methods, often characterised by passive learning and rote memorisation, are being replaced by innovative approaches that actively engage students. One such approach is Project-Based Learning (PBL), which aims to increase motivation, engagement, and ultimately learning outcomes.

This study focuses on the development of teaching methods for the Multimedia Communication and Presentation course, which is designed for first- and second-year undergraduate students. The course is highly relevant in light of digitalisation and the current industrial revolution, where digital skills are increasingly necessary for educational purposes in higher education.

The study presents the results of the first year of innovative teaching for the course and compares them with those of previous years. We also describe the methods used to categorise students into teams. We incorporated a Project-Based Learning approach into our teaching and used two methods of dividing students into teams. The first method involved the self-organisation of students into groups (22.8% of students). The second method was implemented by assigning students to groups by instructors based on input data provided by students in two ways (20.3% of students through a genetic algorithm and 56.9% of students by traits). This study, which employed mixed methods to divide students into teams, examined students' satisfaction with teamwork and their overall engagement.

During the semester, students worked in teams on five projects. After the completion and submission of these projects, data were collected through questionnaires and interviews with team members, and descriptive statistics and content analysis were used to analyse them. Three hundred twenty students participated in the survey. Statements on a Likert scale (1 to 5) were analysed using descriptive statistics. From the available data, we can determine that students from the first division (average 1.40) were the most satisfied in the overall assessment, which can be attributed to the fact that the students already knew each other and created their own team composition. The students from the second division method were generally delighted with teamwork (average rating of 1.60). They have experience working in a specific team composition in the course of Mathematics. We were also interested in mutual communication between team members, where the division in the first method again proved to be better (average 1.44) than the communication in the team in the second division (average 1.52 and 1.56).

The way the teaching process was implemented seems more accessible and well-organised to us. After conducting interviews and short SCRUM meetings with team members, high satisfaction was found with the active approach that met the requirements and needs of students. Students expressed higher motivation and greater effort to improve the quality of project assignments and the use of professional literature. Feedback from students was positive, and teamwork was effective. Our goal was to develop 21st-century skills, including communication, collaboration, critical thinking, and teamwork, in our students. These skills influence the sense of belonging, which is very important later in the work environment.

Keywords: Education, Project-Based Learning, Group, Collaboration, Teamworking, Satisfaction.