Pedagogical innovation in higher education: impact of active methodologies on meaningful learning
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Abstract
Introduction. Higher education faces the challenge of transforming its teaching practices to meet the demands of increasingly complex social and academic contexts. For this reason, active methodologies are being incorporated as innovative strategies aimed at meaningful learning and academic motivation among university students for their professional future. Objective. To investigate the relationship between active methodologies as a pedagogical innovation strategy and meaningful learning among students at the State Polytechnic University of Carchi (Ecuador), considering factors such as student participation, knowledge construction, academic motivation, and the role of the university teacher. Methodology. A quantitative study was developed with a non-experimental design, as well as being cross-sectional in scope and correlational in nature. Data collection included the application of Likert scale and multiple-choice surveys to students and teachers at the State Polytechnic University of Carchi (UPEC). The reliability of the instrument was verified using Cronbach's alpha, and the data were analyzed using descriptive and inferential statistics. Results. The analyses obtained from the surveys show that active methodologies favor critical thinking, participation, and knowledge acquisition in university students. However, there are still limitations related to teacher training, resistance to change, and a shortage of institutional resources. Conclusion. Active methodologies benefit meaningful learning when they are integrated in a planned manner, with institutional support and continuous training processes for teachers, which highlights the need to strengthen continuous teacher training processes and pedagogical support strategies for their correct implementation. General area of study: Education. Specific area of study: Higher education. Type of study: Original articles.
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