Pedagogical innovation in higher education: teaching strategies for active and meaningful learning

Abstract

Higher education is undergoing a transformation driven by technological advances, social changes, and new ways of understanding knowledge construction, which highlights the need to move beyond traditional models centred on teacher-led exposition. In this context, there is a growing demand to train professionals with critical thinking skills, autonomy, and the ability to solve complex problems in real-life situations, positioning pedagogical innovation as a key element in improving educational processes. Memorisation-based methodologies are no longer sufficient; therefore, didactic strategies that actively engage students are being promoted. Active learning encourages participation and reflection, while meaningful learning enables the connection between new knowledge and prior understanding, leading to deeper comprehension. However, traditional practices still persist in many settings, limiting the development of essential competencies and creating a gap between innovative pedagogical approaches and their actual classroom implementation. From an interpretative qualitative approach based on documentary review, it is evident that pedagogical innovation fosters more dynamic, participatory, and student-centred learning models