Sofias method for learning planning in higher education: results of its application

Abstract

This article analyses the contributions and limitations of applying the SOFIAS method to learning planning in higher education courses. SOFIAS is a learning development method grounded in Dewey’s theory of experiential learning and Ausubel’s theory of meaningful learning, with resources inspired by design thinking, aimed at helping place students at the centre of the process. The method seeks to support faculty in student-centred planning, with pedagogical intentionality and stronger alignment with students’ needs. The study adopted a qualitative approach, through action research conducted with faculty members at a private higher education institution in the Federal District, Brazil, who applied the method in the planning and delivery of their courses throughout the second semester of 2024. Data were generated through participant observation, document analysis, and semi-structured interviews, and were analysed using Braun and Clarke’s thematic analysis. The results indicate that the method contributed to more intentional and student-centred planning, supported pedagogical organisation and the development of the course syllabus, and was associated, in the faculty members’ perceptions, with greater student engagement, agency, and autonomy, with indications of improved academic performance. The main challenges identified were faculty members’ initial insecurity when faced with unfamiliar methodologies, gaps in the pedagogical training of university teachers, and institutional constraints. The article concludes that SOFIAS is a relevant proposal for supporting teaching in higher education, contributing to the development of meaningful and student-centred learning.