This paper presents findings from a study focused on enhancing teaching and learning approaches within tertiary education, specifically targeting undergraduate students enrolled in a Bachelor of Education (Early Childhood) program at a regional university in New South Wales, Australia. The primary objective of the research was to mitigate the reliance on surface learning techniques and foster deeper learning processes among students. While the quantitative aspects of the study have been documented in previous reports, this paper delves into the comprehensive course interventions implemented as part of an action research framework. It outlines the specific strategies employed to engage students in deeper cognitive processing and critical thinking. Through a detailed analysis of the intervention outcomes, the paper highlights the effectiveness of these approaches in transforming learning experiences and promoting meaningful educational engagement. The findings underscore the importance of intentional pedagogical design in cultivating a rich learning environment that supports the development of essential skills in early childhood education
