Abstract:

The Bologna Reform, aimed at implementing the European Higher Education Area, advocates the transition from mere transmission of curriculum content in pedagogical practices. It underscores the priority of student-centred education and the development of not only disciplinary and technical competencies but also transversal competencies through the implementation of reflective and dialogic educational approaches guided by humanistic and democratic values. This vision is substantiated by various scientific evidence, which attests to the positive impact of active learning methodologies and strategies in higher education on student motivation and learning outcomes. In this transformative context, educators are called upon to create student-centred learning environments focused on competency development and student educational needs. Faced with this complex demand, this article aims to characterize the conceptions of teachers at a university in central Portugal regarding active learning strategies and methodologies, as well as the obstacles to their implementation. This survey will contribute to identifying the educational needs of teachers at this and other higher education institutions and to designing and implementing training programs that more effectively address the conceptions and educational demands of these professionals. In light of the above, this research sought to answer the following questions: What are the perceptions of higher education teachers regarding the impact of active learning strategies and methodologies on student learning? What barriers do these teachers face in adopting student-centred strategies or methodologies? What training activities do teachers suggest the university implement to support them in innovating their pedagogical practice? To address these questions, a narrative literature review on active learning methodologies in higher education is presented, aiming to identify teachers' main beliefs on this topic and the barriers they encounter in its use. Additionally, an exploratory-descriptive study was conducted through a questionnaire survey with teachers from various departments of the aforementioned university. The collected data were analyzed using descriptive statistics, and the results were compared with recent literature on the subject. The results indicate that approximately half of the surveyed teachers use active methodologies in their pedagogical practice, prioritizing group discussions, blended learning, case-based learning, and project-based learning. Although nearly all the surveyed population expressed receptiveness to using active learning methodologies, less than half feel familiar and sufficiently trained to adopt student-centered approaches. Concerning the impact of these approaches on student development, while teachers perceive that they enhance student motivation in classes, a significant portion harbours doubts regarding their actual impact on long-term learning and the acquisition of cognitive competencies. Lastly, the teachers express extensive interest and availability for training but underscore the need for greater institutional support and guidance in innovating their pedagogical practice.

Keywords:

Teachers' perceptions, Active Teaching and Learning Methodologies, Teacher Training, Higher Education.