Abstract:

This pilot study examines the relationship between the adoption of innovative teaching methodologies and the psychological well-being of university students. The sample consisted of 499 students (166 males and 333 females), aged between 19 and 25 years, who were divided into two groups based on the teaching approach experienced: traditional lecture-based instruction and innovative teaching methodologies. The latter included active learning strategies such as debate, problem-based learning, laboratory-based instruction, and the flipped classroom.

Results from the analysis of variance revealed that students exposed to innovative teaching methodologies reported significantly higher levels of well-being compared to those engaged in traditional instructional settings (F = 4.46, p < .05). These findings support the hypothesis that student-centered teaching approaches not only enhance active engagement in the learning process but also promote emotional well-being and intrinsic motivation.

The implications of these results are discussed with reference to university curriculum design, drawing on the international literature on active learning and key contributions from self-determination theory, highlighting the potential of innovative methodologies to foster psychologically sustainable learning environments in higher education.

Keywords:

Active Learning; Well-Being; Higher Education.