Teaching strategies that promote active, critical and collaborative learning in Peruvian public universities

Casimiro Urcos C.N.; Casimiro Urcos W.H.; Casimiro Urcos J.F.; Ramos Ticlla F. · Revista de Ciencias Sociales (2025) · DOI: 10.31876/rcs.v31i.44009

Resumen

Teaching strategies seek to promote an interactive and collaborative process in students with the goal of achieving meaningful learning. The objective of this research was to identify teaching strategies used to promote active, critical, and collaborative learning in Peruvian public universities. Using a quantitative approach with a descriptive design, the pre-instructional, co-instructional, and post-instructional strategies implemented by instructors were identified. The sample included 141 instructors from seven Peruvian public universities, who completed a 30-item Likert-scale questionnaire. The data were processed using SPSS V.29 software and statistically validated using Cronbach’s alpha (0.801). The results show that pre-instructional strategies such as brainstorming were used more frequently (59.6%) than group dynamics (13.2%). Co-instructional strategies such as immediate feedback were used frequently (62.4%), while practical workshops were used less frequently (33.3%). Regarding post-instructional strategies, concept maps were implemented most frequently (63.1%), but structured self-assessments had limited application (23.4%). It is concluded that the pedagogical strategies applied in Peruvian public universities face significant challenges related mainly to access to technological resources, teacher training, and the structural limitations of universities. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional de Educación Enrique Guzmán y Valle