Academic Journal
Active Teaching Strategies in Higher Education: A Systematic Literature Review.
| Τίτλος: | Active Teaching Strategies in Higher Education: A Systematic Literature Review. |
|---|---|
| Συγγραφείς: | Mercado-Varela, Martín A., Lozano-Rodríguez, Armando, Ochoa-Alcántar, José M., Pizá-Gutiérrez, Reyna I. |
| Πηγή: | International Journal of Learning in Higher Education; Dec2025, Vol. 32 Issue 2, p137-160, 24p |
| Θεματικοί όροι: | Higher education, Active learning, Experiential learning, Outcome-based education, Student engagement, Teaching methods, Academic achievement |
| Περίληψη: | The concept of active teaching is not at the same level as active learning in the trends of specialized literature. While a great deal has been done on strategies that actively involve the learner, little research has been done on strategies that actively involve the teacher. This study aimed to answer three key questions related to the definition of active teaching, the strategies most commonly used by teachers as active teaching tools, and the results obtained in the application of active teaching techniques and strategies. A Systematic Literature Review (SLR) was carried out using the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) method in the Scopus, WoS (Web of Science) and ERIC (Education Resources Information Center) databases. Thirty-six articles that met the required criteria were reviewed. The main results indicate that the definition of active teaching is sometimes used interchangeably with active learning without making any distinction to understand the implications of each concept. However, the concept of active teaching is clarified precisely to make a conceptual differentiation that no longer ties it to active learning. Among the strategies identified are problem-based learning, cooperative learning, project-based learning, and flipped learning, among others. The application of active teaching strategies shows a positive relationship with the development of competencies, motivation, and student engagement, and consequently with academic performance. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learning in Higher Education is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 190460287 RelevancyScore: 1041 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1040.81262207031 |
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| Items | – Name: Title Label: Title Group: Ti Data: Active Teaching Strategies in Higher Education: A Systematic Literature Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mercado-Varela%2C+Martín+A%2E%22">Mercado-Varela, Martín A.</searchLink><br /><searchLink fieldCode="AR" term="%22Lozano-Rodríguez%2C+Armando%22">Lozano-Rodríguez, Armando</searchLink><br /><searchLink fieldCode="AR" term="%22Ochoa-Alcántar%2C+José+M%2E%22">Ochoa-Alcántar, José M.</searchLink><br /><searchLink fieldCode="AR" term="%22Pizá-Gutiérrez%2C+Reyna+I%2E%22">Pizá-Gutiérrez, Reyna I.</searchLink> – Name: TitleSource Label: Source Group: Src Data: International Journal of Learning in Higher Education; Dec2025, Vol. 32 Issue 2, p137-160, 24p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The concept of active teaching is not at the same level as active learning in the trends of specialized literature. While a great deal has been done on strategies that actively involve the learner, little research has been done on strategies that actively involve the teacher. This study aimed to answer three key questions related to the definition of active teaching, the strategies most commonly used by teachers as active teaching tools, and the results obtained in the application of active teaching techniques and strategies. A Systematic Literature Review (SLR) was carried out using the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) method in the Scopus, WoS (Web of Science) and ERIC (Education Resources Information Center) databases. Thirty-six articles that met the required criteria were reviewed. The main results indicate that the definition of active teaching is sometimes used interchangeably with active learning without making any distinction to understand the implications of each concept. However, the concept of active teaching is clarified precisely to make a conceptual differentiation that no longer ties it to active learning. Among the strategies identified are problem-based learning, cooperative learning, project-based learning, and flipped learning, among others. The application of active teaching strategies shows a positive relationship with the development of competencies, motivation, and student engagement, and consequently with academic performance. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of International Journal of Learning in Higher Education is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/2327-7955/CGP/v32i02/137-160 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 137 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Active learning Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: Active Teaching Strategies in Higher Education: A Systematic Literature Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mercado-Varela, Martín A. – PersonEntity: Name: NameFull: Lozano-Rodríguez, Armando – PersonEntity: Name: NameFull: Ochoa-Alcántar, José M. – PersonEntity: Name: NameFull: Pizá-Gutiérrez, Reyna I. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23277955 Numbering: – Type: volume Value: 32 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Learning in Higher Education Type: main |
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