SCIENTIFIC EVIDENCE ON ACTIVE METHODOLOGIES IN HIGHER EDUCATION: AN INTEGRATIVE REVIEW

Abstract

The Higher Education is responsible for molding the new professionals for the labor market and, therefore, must go beyond the training of holders of scientific theories and techniques. In this context, active methodologies can be used and only educational approaches that place the student as the protagonist of his or her own learner and only as a passive recipient of knowledge. There are numerous active methodologies that can be widely used in Higher Education, including TBL, flipped classroom, gamification, among others, and that are shown to be applicable to all ages (from baby boomers to Z age). Meanwhile, what scientific evidence exists about the use of Active Methodologies in the teaching learning process in Higher Education? Starting from this question, this objective study establishes scientific evidence about the use of Active Methodologies in the teaching learning process in Higher Education, through an integrative review. Justifying this, its importance is to search for scientific evidence already published that demonstrates the efficiency of Active Methodologies, used in Higher Education, not in the teaching or learning process.