Implementation of active methodologies in higher education: Experience with Inclusive Education Assistance Students

Abstract

This article analyzes the application of active teaching and learning methodologies in the context of Higher Education, specifically in the Inclusive Education Assistance program at the Metropolitan University. In a constantly changing educational landscape, these methodologies emerge as key tools for promoting student participation, critical thinking, and autonomy. Strategies such as Problem-Based Learning, Project-Based Learning, the Flipped Classroom, Collaborative Learning, Service Learning, and Gamification were addressed. The research was conducted using a descriptive qualitative approach, with the participation of 23 second-semester students. Semi-structured interviews, reflective journals, and diagnostic questionnaires were used. The data were analyzed through thematic coding. The results show a significant increase in student motivation, knowledge appropriation, and active participation. Likewise, challenges related to initial resistance to methodological change and the need for teacher training in active strategies were identified. It is concluded that the integration of these methodologies promotes inclusion, strengthens professional competencies, and generates more equitable learning environments. This experience highlights the importance of innovating pedagogical practices in university contexts geared toward social and educational inclusion. This study seeks to contribute to the academic debate on the transformation of higher education by proposing a replicable model for other programs with an inclusive approach.