To increase active learning and prevent drop-out, many universities are developing and testing new formats, such as (serious) gaming and played simulations. The use of these new formats is expected to promote motivation and in-depth learning. A related form is the promotion of mutual contact and cooperation between students and/or with instructors, for example in virtual classes, thesis circles and tools for online presence.

Although there is a lot of enthousiasm for designing and implementing these forms of innovative education, these activities are time-consuming for designers, teachers and often also for students. Are these efforts justifiable? What generic lessons can be learned?

Of course, the theme of drop-out is also related to resilience in general. Drop-out, or a lack of willingness or ability to engage in lifelong learning can seriously hamper resilience. These new developments can raise different questions, and call for multidisciplinary expertise to answer them.