Innovative Didactics in Secondary Education: Strategy to Transform the Teaching-Learning Process of Moral and Civic Education

Abstract

The research was conducted in response to the need to train citizens with the capacity for social participation, in accordance with UNESCO guidelines addressing global challenges. This context promoted transformations in educational systems and teacher training, which in Cuba were articulated through the Third Improvement of the National Education System. Based on this framework, the study aimed to characterize the initial state of learning in Moral and Civic Education through innovative didactics in lower secondary education. A mixed-methods approach with a predominance of qualitative procedures was employed, integrating theoretical, empirical, and statistical methods. The results showed that the absence of innovative didactics limited the development of civic competencies, the active construction of knowledge, and the appropriation of values for social coexistence. It was concluded that the limited use of transformative methods in the teaching-learning process generated the identified shortcomings, which supports the need to systematically integrate educational innovation in order to respond to current social challenges.