ACTIVE METHODOLOGIES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION: AN INTEGRATIVE REVIEW

Abstract

The research aimed to analyze the active methodologies used in Professional and Technological Education (EPT) and their contribution to the student training process, based on an integrative systematic review. The study specifically sought to identify and systematize these active methodologies and analyze the challenges and potential found in their application. Through a search in the Web of Science database, 6 articles were analyzed, covering the period from 2013 to 2022. The results revealed a variety of active methodologies, from technological tools such as gamification to adaptive strategies in the classroom, such as the flipped classroom and problem-based learning. The analysis of these methodologies highlighted their transformative potential in EPT, based on promoting student engagement and the strategic use of technology for more dynamic and effective learning. Despite the potential, challenges such as resistance to change, lack of teacher training and lack of resources were also highlighted, especially when methodologies are associated with technological resources. Data analysis from this study unequivocally reveals that the persistence of educators and institutions in actively adopting these methodologies results in improvements in student participation, academic performance and the development of crucial skills. These findings highlight the importance of continuous and informed implementation of these approaches, effectively training students for the specific challenges faced in the contemporary educational context.