Teacher perceptions on the application of active methodologies in Higher Education: a study in a Peruvian public university

Cabanillas-García J.L.; Sánchez-Gómez M.C.; Guillén-Chávez E.P.; Hurtado-Mazeyra A. · Pixel-Bit, Revista de Medios y Educacion (2025) · DOI: 10.12795/pixelbit.114719

Resumen

Various international and national policies aim to unify higher education through an educational model centered on competencies, active learning, and lifelong learning. Within this framework, this study analyzes faculty perceptions regarding the application of active methodologies at the National University of San Agustín in Peru. A non-experimental, descriptive, and cross-sectional study was conducted with 131 faculty members selected by convenience. Data were collected using a five-dimensional Likert-type questionnaire, which analyzes the use of educational technology, the application of active methodologies, faculty perceptions of student acceptance, teacher training needs, and attitudes toward these methodologies. The instrument showed a high internal reliability of Cronbach's alpha of 0.950. The results reflect a positive attitude toward active methodologies, highlighting their contribution to understanding, participation, and student-centered learning. However, their application is limited, being more frequent among women and faculty members in biomedical fields. The need for specific training in the use of artificial intelligence and immersive technologies for effective implementation is evident.

Instituciones: Universidad Nacional de San Agustín de Arequipa