ACTIVE METHODOLOGIES MEDIATED BY DIGITAL TECHNOLOGIES IN HIGHER EDUCATION: A SCOPE REVIEW
DOI:
https://doi.org/10.56238/arev7n11-133Keywords:
Active Learning, Digital Technology, Higher EducationAbstract
This study analyzed the use of active methodologies associated with digital technologies in in-person higher education. A scoping review was conducted according to the methodological guidelines of the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, registered with the Open Science Framework (OSF). The systematic search was conducted in six international databases, considering articles published between 2021 and 2025. After applying the eligibility criteria, 12 studies were included in the final sample. The results indicate a predominance of studies with limited robustness, particularly those using Problem-Based Learning (PBL) and Virtual Reality (VR). Most studies were conducted in the fields of Engineering and Technology, with the United States being the most represented country. It was observed that the integration of active methodologies and digital technologies can promote student engagement, the development of critical skills, and contextualized learning. Methodological limitations, such as the scarcity of randomized trials, limit the generalizability of the findings. We conclude that the effectiveness of this integration requires more robust research to support its consolidation as a pedagogical strategy in higher education.
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