Version Changes
Revised. Amendments from Version 1
The authors have made improvements thanks to the comments of the reviewers, including the clarification of: Focused Analysis Period: The research period was selected from 2015 to 2023 due to the increased relevance and number of studies on innovative pedagogical practices starting in 2015. Language Scope: Articles in English and Spanish were prioritized due to their predominance in selected databases like SciELO, Scopus, and ERIC. Database Selection: Specific databases such as SciELO (promoting access to regional scientific knowledge), Scopus (wide international coverage), and ERIC (specialized in global education literature) were chosen to ensure comprehensive research. Methodological Focus: The research leaned on systematic reviews rather than meta-analyses because many reviewed studies lacked sufficient statistical data for quantitative meta-analysis. Geographical Context: The countries Spain, Thailand, and Chile were selected for their diverse educational contexts and recent contributions to studies on innovative pedagogical practices. Theoretical Framework: The study integrated Ausubel's Meaningful Learning Theory and Mishra & Koehler's TPACK Model to connect pedagogical, technological, and content knowledge strategies in university contexts. State of the Art Expansion: The research went beyond summarizing the state of the art by analyzing key educational theories, offering an updated and context-specific understanding of pedagogical challenges. Exclusion of Systematic Reviews: The focus was shifted to empirical studies (quantitative or qualitative) rather than systematic reviews to ensure alignment with the primary research goal of gathering direct, context-specific evidence. Addressing Data Access Limitations: Despite access to prominent databases like ERIC, SciELO, and Scopus, editorial restrictions on full-text access limited the inclusion of some relevant studies.
Abstract
Background
Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context.
Methods
We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor.
Results
A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies.
Conclusions
This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.
Keywords: Pedagogical practices, Innovative pedagogical practices, Teaching strategies, Academic success, Higher education
Introduction
In the university system, the ability to provide quality education is the highest expression that is achieved through the faculty. In this regard, the good practices developed by university professors become essential elements to ensure the success of the learning outcomes established in each subject.
The educational community periodically conducts workshops, seminars, and other courses for the professional development of faculty members, regardless of their specialization ( Chukwuemeka & Samaila, 2020; Latorre-Cosculluela et al., 2023). Additionally, within the university environment, faculty members must remain constantly updated on technology-related topics and knowledge ( Alvites, 2019). In this context, a literature review has identified effective teaching practices with the aim of benefiting higher education institutions and selecting the best technology-related teaching strategies ( Khoza, 2022), leaving a gap in strategies and evaluations. However, when researching English teaching strategies in classrooms, six strategies were identified: memory, cognitive, compensatory, metacognitive, affective, and social. Researchers suggest further qualitative research in this area ( Tieocharoen & Rimkeeratikul, 2019).
Regarding contextual and pedagogical aspects, emerging pedagogical best practices in higher education address concerns related to assessment and improvement proposals at the end of the undergraduate thesis. However, there is a shortage of information on the methodological development of these best pedagogical practices ( Camilli Trujillo et al., 2022).
The updating and implementation of pedagogical approaches in university institutions create a connection between teaching and learning, positively impacting the quality of education and student engagement. A relevant methodological approach is the use of workshops as complements to the curriculum ( Asensio Pastor, 2019).
This research focuses on the systematization and analysis of effective pedagogical practices in the university context. Its importance lies in its direct impact on the quality of university education. These best practices not only enhance the student learning experience but also strengthen the ability of academic institutions to adapt to student needs. By understanding these practices, it is possible to promote and/or improve certain strategies, thus enhancing the quality of higher education. From this, the guiding question arises: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This question involves the description of strategies and the evaluation of the pedagogical process. The research aims to systematize and provide scientific evidence for teaching professionals to use in their work and promote meaningful learning.
Regarding the design of activities and materials, current research indicates that the role of pedagogical practices and learning experiences presents challenges for both faculty and students in terms of necessary materials ( Tadesse et al., 2020). Furthermore, faculty members are always willing to introduce changes in teaching methodology ( Mataka et al., 2022). These changes or planned strategies are aimed at achieving academic goals, with the condition of achieving academic success through learning ( Ayu, 2021). Pedagogical practices emphasize the reflective aspect, not only for increasing knowledge but also for establishing a relationship between research and practice ( Sotomayor-Soloaga, 2021).
In Spain, research was conducted on the flipped classroom as a pedagogical strategy in higher education, concluding that it is necessary to combine the flipped classroom with gamification. This strategy improves academic performance and autonomy ( Carpena Arias & Esteve Mon, 2022). Similarly, research in Thailand explored the use of various strategies for language learning, revealing statistically significant differences in memory, cognitive, affective, and social strategies among students ( Tieocharoen & Rimkeeratikul, 2019).
Likewise, a research conducted in Thailand ( Tieocharoen & Rimkeeratikul, 2019) focused on analyzing language learning strategies, such as memory, cognitive, affective, and social strategies. Although these strategies belong to the student domain, the case illustrates effective pedagogical strategies.
A study conducted in Chile, focusing on teachers considered “the best teachers,” identified prominent characteristics such as promoting student autonomy, encouraging student participation, activating prior knowledge, and resolving doubts, strategically managing errors, creating a challenging thinking environment, asking good questions, making the most of time and space, having clarity in the evaluation system, and maintaining physical and emotional proximity ( Sotomayor-Soloaga, 2021).
These explored backgrounds represent diverse educational contexts such as Europe, Asia, and America. The selection of Spain, Thailand, and Chile reflects their relevance in recent research exploring various aspects of best pedagogical practices in cultural and educational contexts. Studies from these countries provide an opportunity to analyze the effective strategies that are adopted and evolve based on their characteristics.
Reviewing theories about best pedagogical practices reveals new subcategories based on teaching practices, allowing faculty to examine, interpret, and recreate their pedagogical practice, turning it into a source of learning from a perspective of change and innovation ( Merellano-Navarro et al., 2020).
The research highlights the need to use effective teaching strategies, suggesting that the debate method, among others, can improve students’ critical thinking ( Ahmod & Zhang, 2021; Crolla et al., 2019). Furthermore, the use of various strategies offers the opportunity to significantly transform the teaching process, promoting effective student learning ( Tadesse et al., 2021). Debate becomes a pedagogical tool for both faculty and students when providing quality feedback ( Crolla et al., 2019). Another way to actively participate in and collaborate in the learning process is through intrinsic or extrinsic motivation ( Tulyakul et al., 2022).
The literature review reveals dimensions of best pedagogical practices. Evaluation is present throughout the learning process and requires the presence of a methodology to achieve self-directed learning. It also requires faculty preparedness for various situations ( Porcher, 2020). Developing good pedagogical practices strengthens students’ critical thinking, enabling them to analyze information not only quantitatively but also qualitatively, complementing research ( Mahdi et al., 2020).
Likewise, technology and tools are necessary and are often used in classrooms through digital games ( Cavalcante-Pimentel et al., 2022). Finally, flexibility and adaptability are essential, as research results focus on the combination of the flipped classroom and gamification to improve motivation, academic performance, and autonomy of university students ( Carpena Arias & Esteve Mon, 2022). Another relevant aspect for improving pedagogical practice is international study trip experiences ( Ellinghaus et al., 2019).
Based on the theoretical foundations of Ausubel’s Meaningful Learning, which emphasizes that learning is most effective when it relates to meaningful prior knowledge, it is necessary to examine Mishra and Koehler’s TPACK model. This model describes the intersection of pedagogical, technological, and content knowledge necessary for effective teaching ( Vásconez Paredes, Darío & Mauricio, 2021).
Additionally, from this foundational structure, other forms of knowledge intersection emerge, including (a) Pedagogical Knowledge, which involves the fusion of pedagogical skills and experience; (b) Content Knowledge, which comprises a set of skills that teachers possess regarding the meaning of pedagogical content; (c) Technological Knowledge, which implies that faculty members stay updated and develop technological skills; (d) Pedagogical Content Knowledge, which involves not only having knowledge about a specific subject but also how to convey that knowledge; (e) Technological Pedagogical Knowledge, which integrates technology, pedagogical strategies, and pedagogical content; (f ) Technological Content Knowledge, which involves integrating technology into the teaching of specific content; and (g) Technological Pedagogical Content Knowledge, which encompasses pedagogy, technology, and content ( Farhadi & Öztürk, 2023; Maipita et al., 2023).
The research not only summarizes the state of the art but also expands it by analyzing key theories in the university context, adding value to the current understanding of the topic and providing an updated perspective tailored to pedagogical challenges. Additionally, by identifying the implementation of theories in the classroom, the study provides evidence to enhance existing knowledge about pedagogy and content in university teaching.
The research is grounded in Ausubel’s Meaningful Learning theory, which emphasizes the importance of connecting new knowledge with prior meaningful concepts to achieve deep learning. Similarly, Mishra and Koehler’s TPACK model is key to analyzing the intersection of pedagogical, technological, and content knowledge in best teaching practices. These theories frame the analysis, enabling the integration of innovative teaching strategies in specific contexts and contributing to the advancement of the state of the art in higher education.
Education, according to Émile Durkheim, is a key social phenomenon in the reproduction and transformation of society. He considers its role fundamental in the socialization of individuals and the transmission of norms, values, and knowledge that ensure social cohesion. Therefore, research on Pedagogical Practices will focus on social sciences, as it influences the formation of individuals within a social context ( Durkheim, 2015).
Based on the presented theory, there is a need to delve deeper into the best pedagogical practices developed at the university level.
Methods
The research follows a qualitative approach with a hermeneutic design. This design allows for an in-depth exploration and interpretation of various concepts presented by different authors, aiming to achieve a more comprehensive and enriched understanding. Furthermore, the research is classified as applied research since it works with existing elements but seeks to establish new concepts or methods to address the identified issue, aligning with the principles outlined in the Frascati Manual 2015 ( OECD, 2015).
Table 1 in the article presents the detailed procedures developed for each subcategory, providing a structured framework for the research methodology and analysis.
Table 1. Category and subcategories of good pedagogical practices.
| Category | Subcategory |
|---|---|
| Good pedagogical practice | Strategies |
| It is a series of practices that teachers continuously carry out within the classroom, aiming to make the evaluation and learning process much more interactive for the internalization of new knowledge. Additionally, it possesses characteristics such as being innovative, effective, sustainable, and replicable ( Unesco, 2017). | Pedagogical strategies include frequent and personalized feedback. The strategy involves providing students with individualized feedback on their strengths and areas for improvement, as well as guidance for their academic and personal development. |
| Evaluation | |
| Feedback is considered essential in the evaluation processes. In addition to providing grades or scores, it is recommended that teachers offer detailed feedback and guidance for improving performance. This helps students understand their mistakes, identify improvement strategies, and set realistic learning goals. |
To identify relevant scientific articles, a specific set of keywords was carefully chosen. These keywords served as the initial search parameters, but the search was not limited to these terms alone. Synonyms and related terms were also incorporated to expand the scope of the search. Table 2 provides a comprehensive list of the selected keywords along with their corresponding synonyms. It is important to emphasize that these keywords represent the culmination of multiple search iterations, resulting in the formulation of a search ‘equation.’ This equation is designed to be replicable by fellow researchers in the future, thus contributing to the ongoing advancement of knowledge in the field.
Table 2. Synonyms of research keywords.
| Research Keywords | Synonyms |
|---|---|
| Good pedagogical practices | Effective teaching strategies |
| university professors | Higher education teachers |
Likewise, a search equation was employed, utilizing Boolean operators OR and AND. The OR operator was used for synonyms, while AND was employed to connect the keywords. The equation was structured as follows: (Good pedagogical practices OR Effective teaching strategies) AND (university professors OR Higher education teachers).
It is worth noting that the search was conducted across three databases. The first was the “ Educational Resources Information Center” (ERIC), specialized in Education. The second database was Scopus, known for its high-quality content for researchers, and finally, the Proquest database, accessed through advanced search functions, for potential future replication purposes.
To locate articles, a set of inclusion and exclusion criteria were applied. The initial criterion stipulated that articles must fall within the temporal range of 2015 to 2023. The decision to select this time frame was informed by the observation that there was no significant increase in scientific article production in the preceding decade (2005-2015). This suggests that research in this area began to gain relevance and increase in quantity starting from 2015 ( Gómez Velasco et al., 2022).
Furthermore, articles identified as conference papers and reviews were excluded due to their limited presence. Additionally, postgraduate work publications are infrequent and have limited impact on the international scientific community ( Mamani Benito et al., 2021).
It should be noted that duplicate articles across any of the three databases were removed. Finally, the authors conducted a thorough selection process, focusing on articles most pertinent to the research, based on the abstract and conclusion of each article. Table 3 provides a detailed overview of the procedures conducted.
Table 3. Inclusion and exclusion criteria for selected documents.
| Database | Identification - Initial Search | Temporal Range - 10 years (2015-2023) | Eligibility - Subject - Education or Social Sciences/Peer-reviewed only/Full Text Availability | Inclusion - Higher Education/Publisher Restrictions/Teaching Methods/Articles | According to proposed objectives |
|---|---|---|---|---|---|
| Eric | 204 040 | 71 988 | 9 915 | 1 615 | 15 |
| Scopus | 13 | 12 | 7 | 4 | 4 |
| Proquest | 222 334 | 54 366 | 19 980 | 19 457 | 6 |
| Total | 426 387 | 126 366 | 29 902 | 21 076 | 25 |
Likewise, the PRISMA diagram was created, as shown in Figure 1, providing a graphical representation of the preselection process ( Page et al., 2021).
Figure 1. PRISMA diagram for the selection of scientific articles on good pedagogical practices.
The research was structured in accordance with the PRISMA statement. In the methods section, the following criteria were taken into account: (a) Protocol and registration, (b) Eligibility criteria, (c) Sources of information, (d) Search strategy, (e) Study selection, (f ) Data collection process, and (g) Data items ( Hutton et al., 2016). All of these points aim to adhere to the procedure outlined in the PRISMA statement, as illustrated in Table 4. A completed PRISMA checklist can be found as Extended data ( Suyo-Vega, Fernández-Bedoya, & Meneses-La-Riva, 2023).
Table 4. Methods for protocol, eligibility criteria, sources of information, search strategy, study selection, data collection process, and data items.
| Method | |
|---|---|
| Protocol | The selected articles are archived in the Mendeley data management folder, following a coding system established for each database: SCOPUS-PRÁCTICASPP, SCIELO-PRÁCTICASPP, and ERIC-PRÁCTICASPP. |
| Eligibility criteria | Articles selected encompass the years 2015 to 2023; final-stage articles within the field of social sciences, peer-reviewed, freely accessible, and without publisher restrictions were chosen. Monographs, essays, editorials, and other materials not aligned with the research objectives were excluded. The inclusion of original research that provided more direct and applicable evidence to the context of the study was prioritized, excluding those that summarized or synthesized findings from previous studies. |
| Information sources | We selected scientific articles from the ERIC, Scopus, and Proquest databases. The search was conducted from May 1st to July 12th, 2023. |
| Search equation | We used the search equation (Good pedagogical practices OR Effective teaching strategies) AND (university professors OR Higher education teachers). In the Scopus database, this search yielded 13 results. After filtering by years, 12 articles were selected. Next, we filtered by the thematic area, keeping only those in the field of Social Sciences, resulting in 11 articles. We then removed 1 conference paper, leaving 10 eligible articles. Finally, we further refined the selection by choosing articles with open access, resulting in 4 articles. These 4 selected articles were downloaded and placed in a coded folder for analysis. |
| Study selection | The selected articles were initially analyzed by examining their abstracts, with a focus on identifying their objectives and activities related to good pedagogical practices. Articles that primarily constituted literature reviews or systematic reviews, or those that primarily defined or analyzed the importance of developing good practices, were excluded. |
| Data collection process | The collection process was carried out using Boolean operators, and the research team collaborated to identify the instances of good pedagogical practices within each article. |
| Data items | Each article was thoroughly reviewed in three aspects. The first aspect involved the analysis of informative data, such as the author’s name or names and the respective year of publication. The second aspect focused on identifying the instances of good pedagogical practices within the articles, including descriptions of the activities undertaken. The third aspect involved evaluating how the good pedagogical practice was presented or visualized. These three selected aspects were identified and documented in a table for better comprehension. The team analyzed the activities described in each research article and synthesized each finding through interpretation. |
Results
After the selection of articles, an in-depth analysis was conducted as detailed in Tables 5 and 6.
Table 5. Included studies.
| Number | Reference | Journal | Good pedagogical practice | Design |
|---|---|---|---|---|
| 1 | ( Ruiz de Gauna et al., 2015) | Educación Médica | Promotion of good practices based on competencies | Qualitative |
| 2 | ( Zhong, 2018) | Journal of Higher Education Theory and Practice | Student-centered learning | Qualitative |
| 3 | ( Zamora-Polo et al., 2019) | Education Sciences | Active learning pedagogy and gamification in a flipped classroom | Qualitative |
| 4 | ( López Serrano, 2019) | El Futuro del Pasado | The use of cinema as a pedagogical approach | Mixed |
| 5 | ( Medero & Albaladejo, 2020) | Knowledge Management and E-Learning | Creation of a wiki | Qualitative |
| 6 | ( Jan et al., 2020) | Malaysian Journal of Learning and Instruction | Utilization of the LOTE (Languages Other Than English) pedagogy | Qualitative |
| 7 | ( Isayeva et al., 2020) | Advanced Education | Strategies for teaching foreign languages through blended learning | Mixed |
| 8 | ( du Plessis, 2020) | South African Journal of Education | Utilization of future teachers’ workbooks | Qualitative |
| 9 | ( Foos, 2020) | Journal of Instructional Pedagogies | Micro-influencers for developing their personal brands | Qualitative |
| 10 | ( Sun & Liu, 2021) | Higher Education Studies | Student-centered strategies | Qualitative |
| 11 | ( Schwartzman et al., 2021) | RIED-Revista Iberoamericana de Educación a Distancia | Remote Assessment of Learning in the University | Qualitative |
| 12 | ( Lindstrom et al., 2021) | Australian Journal of Teacher Education | Use of classroom scenarios for practicing difficult conversations | Qualitative |
| 13 | ( Miranda et al., 2021) | Education Sciences | Peer observation | Mixed |
| 14 | ( Galoyan et al., 2021) | Online Learning Journal | Online pedagogical practices that enhance transfer | Cuantitative |
| 15 | ( Şeker & Inan Karagül, 2021) | Journal of Learning and Teaching in Digital Age | Self-directed learning strategies for effective writing through a self-assessment framework | Qualitative |
| 16 | ( Sun & Liu, 2021) | Higher Education Studies | Effective strategies for implementing online teaching of theoretical mechanics | Qualitative |
| 17 | ( Allison et al., 2021) | Journal of Higher Education Theory and Practice | Collaborative self-study | Qualitative |
| 18 | ( Martín Gómez et al., 2022) | Revista Complutense de Educacion | The teaching journal, promoting a reflective and investigative attitude | Qualitative |
| 19 | ( Fernández-Franco et al., 2022) | Estudios Pedagógicos | Development of reflective competence during physical education teacher training practices | Qualitative |
| 20 | ( Fernández Miranda et al., 2022) | Bordón. Revista de Pedagogía | Inverted method as a didactic model in virtual learning | Cuantitative |
| 21 | ( Donato et al., 2022) | Foro de Educación | Responsibility and pedagogical dialogue model, considering different learning styles as a positive resource | Qualitative |
| 22 | ( Essa Aloud, 2022) | Arab World English Journal | Corrective online feedback | Qualitative |
| 23 | ( Perdomo et al., 2022) | Learning and Teaching | Creative Process 3.0 and the use of digital tools | Mixed |
| 24 | ( Camús Ferri et al., 2022) | Journal of Higher Education Theory and Practice | Dialogical literary gatherings | Qualitative |
| 25 | ( Lobos et al., 2023) | Sustainability (Switzerland) | Lessons learned during remote teaching | Qualitative |
Table 6. Analysis of developed strategies and the emerging impact resulting from the application of pedagogical best practices.
| Number | Reference | Strategy | Type of strategy | Forms of assessment |
|---|---|---|---|---|
| 1 | ( Ruiz de Gauna et al., 2015) | A paradigm shift involving changes not only in content, methodology, and assessment of teaching-learning processes, but also in those related to educational institutions, curriculum, and the culture of teachers/tutors. | 1 | Competency-based evaluation in specific situations. |
| 2 | ( Zhong, 2018) | Improving communication between teachers and students using online tools within a large-scale class. | 1 | Ongoing student assessments and feedback favor the use of online courses. |
| 3 | ( Zamora-Polo et al., 2019) | The strategy includes just-in-time teaching, an oral methodology, cooperative activities, and a game-based activity to generate positive emotions. It also involves the use of materials for home-based reading, such as videotutorials or podcasts. | 2 | Evaluation through post-session surveys in a Flipped classroom with gamification incentives. |
| 4 | ( López Serrano, 2019) | A questionnaire was applied for a bibliographic survey containing titles of pedagogical movies, followed by the selection of the subject and student group to view them. In this context, cinema plays a central role. | 2 | Evaluation through cinema, with the school adapting to the digital and virtual society. |
| 5 | ( Medero & Albaladejo, 2020) | A wiki was created to promote active collaboration and open education among students. The rules stipulated that only students could publish on this platform, although the public had free access. Continuous assessment and feedback were highlighted. | 2,3 | Evaluation based on the analysis of results obtained by students and teachers on the platform. |
| 6 | ( Jan et al., 2020) | The LOTE (Languages Other Than English) pedagogy was developed through integrated teaching with technology and teacher narratives. | 2 | Evaluation under the understanding of language teaching practices (LOTE). |
| 7 | ( Isayeva et al., 2020) | E-Learning was used to promote self-directed learning, with specific activities before or after in-class learning. This teaching approach was 40% electronic and 60% in-person, measuring literacy levels and linguistic competence. | 2 | Evaluation through questionnaires. |
| 8 | ( du Plessis, 2020) | The strategy aimed to expose future education professionals to a “student-centered” approach by placing them in productive and successful educational institutions with different social backgrounds. | 1 | Evaluation based on three aspects: (a) participant perspectives, (b) author’s interpretations, and (c) theoretical framework. |
| 9 | ( Foos, 2020) | The strategy involved students acting as micro-influencers to develop and promote their personal brands through social media and blogs. | 2 | Evaluation through messages on Slack and social networks. |
| 10 | ( Sun & Liu, 2021) | Through the DingTalk platform, four strategies were developed to improve teaching: 1) live teaching, 2) the use of electronic whiteboards, 3) linking theory with practice, and 4) integrating curriculum content into ideological and moral education. | 2 | Formative evaluation using different methods such as class note review, asking questions, in-class exercises, and administering quizzes. |
| 11 | ( Schwartzman et al., 2021) | A workshop with teachers identified learning focused on repetition and learning focused on comprehension. Forums were used as a means of communication. | 1,2 | Teacher evaluation to support or verify the learning processes. |
| 12 | ( Lindstrom et al., 2021) | Instructors implemented classroom situations to help teacher trainees address difficult conversations with students, promoting critical reflection and discussion on creating culturally responsive classrooms, to change future teachers’ perceptions of effective teaching qualities. | 1,3 | Evaluation through debate and the proposal of new strategies. |
| 13 | ( Miranda et al., 2021) | In the study, four higher education teachers from different disciplinary areas observed each other’s teaching practices. The goal was to assess whether constructive feedback focused on pedagogical practices rather than content. The importance of feedback was emphasized. | 1,3 | Evaluation through the comparison of quantitative and qualitative approaches. |
| 14 | ( Galoyan et al., 2021) | The research focused on developing the transfer of topics related to online pedagogical practices across various contexts. It involved practice, feedback, fragmentation, and presentations. | 2,3 | Evaluation through metacognition. |
| 15 | ( Şeker & Inan Karagül, 2021) | The methodology focused on completing a self-assessment framework with effective writing strategies, at three stages: before, during, and after writing. It described various strategies used in each case, such as brainstorming, grammar review tools like Grammarly, WhiteSmoke, LanguageTool, among others, and constant feedback. | 2,3 | Evaluation through semi-structured interviews. |
| 16 | ( Sun & Liu, 2021) | The methodology consisted of identifying and describing reflective and investigative attitudes of future early childhood education teachers. | 3 | Reflective self-evaluation as a strategy. |
| 17 | ( Allison et al., 2021) | Strategies used included active collaboration among students to build and share their knowledge. | 1,3 | Evaluation through reflection journals, course materials, class notes, and student responses and comments. |
| 18 | ( Martín Gómez et al., 2022) | The methodology involved analyzing diaries of future teachers, from which emerged categories related to the educational context, teachers, students, and families, with a focus on teacher tasks. | 1,3 | Not specified. |
| 19 | ( Fernández-Franco et al., 2022) | The methodology was divided into three phases: pre-active, where each student prepared their lesson in collaboration with a mentor and a cooperating teacher; simultaneously, researchers generated instruments such as observation rubrics and video cameras. The active phase involved all parties using a checklist and filming the process. Finally, the post-active phase involved filming the discussion and analyzing new knowledge about reflective practice. | 2,3 | Self-assessment, peer assessment, and through discussion groups. |
| 20 | ( Fernández Miranda et al., 2022) | Implemented through a flipped classroom methodology using the Canva platform, communication occurred via email, internal messaging, chat, forums, and video conferencing, followed by forums and group tutorials. | 2,3 | Evaluation supported by feedback to achieve autonomous learning. |
| 21 | ( Donato et al., 2022) | A new form of teaching outside the classroom was achieved through the creation of a radio program. | 2,3 | Evaluation and self-assessment in three phases: team self-assessment, peer evaluation at the end of the presentation, and teacher evaluation. |
| 22 | ( Essa Aloud, 2022) | The strategy involved observing the classes of five teachers, conducting semi-structured interviews, and analyzing the knowledge and practices of the teachers. The research focused on corrective online feedback in an English oral expression class. | 3 | Evaluation through “output-prompting” strategies and less “input-providing.” |
| 23 | ( Perdomo et al., 2022) | Pro.Seso Creativo® 3.0 is a methodology consisting of five phases designed to help students tackle challenges and problems to arrive at creative solutions. | 2,3 | Internal evaluations within discussion groups and end-of-semester surveys. |
| 24 | ( Camús Ferri et al., 2022) | Interviews explored experiences with dialogical literary gatherings, highlighting the advantages and difficulties encountered, emphasizing cognitive and communication skills. | 3 | Not specified. |
| 25 | ( Lobos et al., 2023) | A questionnaire was administered to gather the best learning experiences, including effective learning resources such as recorded classes, infographics and videos, and the use of relevant movies or TV series. | 2,3 | Three aspects were evaluated: (a) Types of feedback (individual, group, public, and anonymous); (b) moments of feedback (at the beginning of the class or immediately after execution), and (c) didactic feedback (capability or procedure). |
Note: In Table 6, number 1 corresponds to student-centered teaching strategies. Number 2 corresponds to online teaching strategies and the use of educational technology. And number 3 corresponds to assessment and feedback strategies.
Discussion
From the analyzed best practices, three key strategies that promote teaching and learning in higher education can be grouped as follows:
-
a)
Student-Centered Teaching Strategies: In this approach, educators recognize the importance of actively involving students in their own learning process. Autonomy is valued, and individual student needs and learning styles are respected, fostering critical thinking ( Ahmod & Zhang, 2021; Crolla et al., 2019; Mahdi et al., 2020; Tadesse et al., 2021; Tulyakul et al., 2022).
-
b)
Online Teaching Strategies and Educational Technology Usage: Faculty integrate educational technology and adapt it to online teaching environments, utilizing digital tools to enhance teaching and learning. This turns learning into a source of pedagogical innovation ( Carpena Arias & Esteve Mon, 2022; Cavalcante-Pimentel et al., 2022; Merellano-Navarro et al., 2020).
-
c)
Assessment and Feedback Strategies: These strategies enable educators to provide constructive and ongoing feedback to students with the aim of improving learning and academic growth ( Maipita et al., 2023; Vásconez Paredes, Darío & Mauricio, 2021).
In conclusion, promoting pedagogical best practices based on student-centered strategies and self-directed learning is essential for improving the teaching and learning process in higher education, beyond traditional teaching methods. These practices allow educators to tailor instruction to student needs and learning styles, promoting student autonomy and motivation.
Incorporating strategies using technological tools makes teaching effective and enriches the learning experience in virtual environments within the university setting. Additionally, the use of digital tools and innovative methodologies facilitates access to education and provides rapid and effective feedback to students.
Research on pedagogical best practices in higher education is essential for the advancement of teaching and learning. It provides valuable information that benefits both current and future educators, equipping them with tools to address challenges and adapt strategies to their context. Moreover, it contributes to the continuous improvement of teacher training and fosters innovation in the educational sphere, creating a more stimulating and effective environment for the teaching and learning process.
Certain limitations were identified during the research process. One limitation is related to the timeframe. The research was conducted between 2015 and 2023. However, to gain a more comprehensive and longitudinal view of trends in the literature, it would be beneficial to extend the study period by several additional years.
Another limitation is related to the availability of sources. Despite having access to a variety of databases such as ERIC, SciELO, and Scopus, it has been observed that some research of interest is not available in full PDF format, hindering the sharing of certain findings with the scientific community.
This research significantly contributes to existing knowledge in the field of pedagogical best practices in the university context. Through document analysis, online teaching and student-centered learning, two fundamental aspects of modern pedagogy, were addressed.
The research team proposes alternatives such as the implementation of a continuous professional development program for faculty, designed to be accessible virtually and on an ongoing basis. This initiative aims to ensure that faculty members are in a constant state of development and skill updating, ultimately translating into a high-quality learning experience for students.
In this context, it is recommended to expand research to other modalities and educational levels, as well as to explore successful experiences in countries that have effectively adopted these pedagogical practices.
Limitations
The study focuses on the period starting in 2015, as the UNESCO report (2015) highlights a radical transformation in global education methods, content, and learning spaces, particularly affecting higher education. This time frame was chosen because the decade prior (2005–2015) did not exhibit a significant increase in the scientific production of articles. Research gained greater relevance and volume starting in 2015 ( Gómez Velasco et al., 2022).
On the selection of databases, SciELO was chosen for its role in democratizing access to scientific knowledge in Latin America, showcasing regional research that was previously considered “lost science” due to limited distribution ( Crespo Fajardo, 2019) Scopus was selected for its extensive international coverage and reputation as a leading database for evaluating scientific output. Its high percentage of articles in English (67%) and Spanish (86%) enables access to impactful and relevant studies across various disciplines ( Márquez Jiménez & Alcántara Santuario, 2017). ERIC was included for its specialization in global education and its provision of access to relevant literature in the field ( Mosquera Ayala, 2017). Other databases were not included in this research.
Only articles in English and Spanish were analyzed due to the predominance of these languages in the selected databases—SciELO, Scopus, and ERIC. These platforms prioritize research dissemination in these languages, facilitating access to a broad range of scientific literature ( Márquez Jiménez & Alcántara Santuario, 2017).
The study aims to systematize innovative pedagogical practices in higher education, aligning more closely with a systematic review rather than a meta-analysis, which quantifies effects based on numerical data. Many reviewed studies lacked consistent data, such as means and standard deviations, necessary for conducting a meta-analysis ( Debby Ng et al., 2022).
The study did not detail the challenges or barriers to implementing innovative practices due to its limited scope. Further research could close this gap.
Funding Statement
This study was carried out and funded by the Universidad César Vallejo, within the framework of the work plan outlined in RVI N°435-2022-VI-UCV. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
[version 2; peer review: 1 approved
Data availability
Underlying data
All data underlying the results are available as part of the article and no additional source data are required.
Reporting guidelines
Zenodo: PRISMA 2020 checklist for ‘Beyond Traditional Teaching: A Systematic Review of Innovative Pedagogical Practices in Higher Education’ https://doi.org/10.5281/zenodo.8404402 ( Suyo-Vega, Fernández-Bedoya, & Meneses-La-Riva, 2023).
Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).
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