Active learning for the development of problem-solving competencies in university teaching

Abstract

The purpose of this paper was to analyze the characteristics of active learning and the importance of its use for the development of professional competency in problem-solving in university teaching. A comprehensive analysis of relevant and updated literature was conducted, revealing some of the benefits this approach offers for the development of academic performance, cognitive skills, student engagement, and professional preparation. Key active learning strategies considered effective in the development of problem-solving competency are discussed, such as collaborative learning and group work, flipped classrooms, problem-based and project-based learning, and inquiry-based learning. The findings reveal that active learning not only optimizes educational outcomes but also transforms the classroom into a living space for participation and collective knowledge construction. It is concluded that integrating active learning strategies constitutes a pedagogical necessity to train autonomous professionals prepared to face real challenges.