Abstract:

The quality of university teaching is a strategic priority at both the national and international levels. The teaching strategies adopted by universities are a key element in enhancing the educational experience and combating phenomena such as early dropout and study delays. Despite the central role of the learning process in university courses, there is considerable heterogeneity in educational models and little consistency in the use of effective and innovative teaching methodologies, as well as difficulty in putting effective teaching into practice. This paper presents some of the results of a study conducted to highlight effective teaching strategies in higher education. Specifically, a scoping review was conducted to identify university teaching strategies informed by empirical evidence. The review was carried out with reference to the principles of Evidence-Based Education (EBE), to highlight methodologies that have a measurable impact on learning effectiveness and thus providing university teachers with concrete tools to improve the quality of their teaching. The research work is part of the Quality and Innovation in Teaching Working Group (Gruppo di Lavoro Qualità e Innovazione della Didattica - GDL-QuID) at Sapienza University of Rome, which is responsible for teacher training at the university. The contribution focuses on the results that emerged and the different strategies highlighted by the scientific studies included in the scoping review. Particular attention will be paid to the use of technologies for innovative teaching and the Problem-Based Learning strategy. The latter, investigated through various meta-analyses included in the scoping review, is a valuable strategy for developing multiple skills, not exclusively for problem-solving skills, but also for transversal skills and academic performance in various university courses. The reflections resulting from the research findings will contribute to a scientific discussion on innovative and effective teaching methodologies that can be used to promote the quality of teaching and the acquisition of skills for students entering the workforce.

Keywords:

Evidence based education, higher education, university, problem based learning, university teacher training.