FROM THEORY TO PRACTICE: ACTIVE METHODOLOGIES AND PEDAGOGICAL INNOVATION IN HIGHER EDUCATION
DOI:
https://doi.org/10.56238/arev7n8-238Keywords:
Active Learning, Higher Education, Pedagogical InnovationAbstract
This article analyzes the effects, possibilities, and limitations of active learning methodologies in higher education, based on a literature review and empirical data from national and international studies. The discussion shows that approaches such as problem-based learning, flipped classroom, and the integrated use of educational technologies have contributed to increased academic performance, student engagement, and equity in access to knowledge. The findings also indicate that the effectiveness of these methodologies depends on factors such as teacher training, adequate infrastructure, qualified pedagogical mediation, and institutional support. In addition to cognitive gains, there are positive impacts on students' socio-emotional dimensions, personalized learning, and the strengthening of a formative assessment culture. It is concluded that active methodologies, when aligned with a critical pedagogy, can serve as tools for educational transformation, provided they are implemented in supportive institutional contexts and backed by consistent public policies.
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