A Systematic Review of Innovative Approaches in Theoretical Education of Occupational Therapy in the 21st Century

Abstract

Objective

Occupational therapy education is rapidly evolving as shifting healthcare demands and digital innovation challenge traditional theory-based teaching. Increasing role complexity and the need for evidence-based reasoning have accelerated the adoption of adaptive technology-supported pedagogies that strengthen critical thinking and improve knowledge transfer. This review synthesizes the literature on innovative teaching methods for undergraduate occupational therapy students, identifying key 21st-century approaches, their impact on learning and clinical reasoning, and implications for teaching practice and research.

Methods

A systematic search of PubMed, Scopus, Web of Science (ISI), and Cochrane Library (2000–February 2026), supplemented with Google Scholar grey literature, was conducted following PRISMA guidelines.

Results

A total of 2153 records were screened. Thirty‑three studies highlighted the value of simulation, active learning, blended learning, flipped classrooms, and experiential learning in enhancing the engagement and application of theoretical concepts. Interprofessional education supported collaborative skills, whereas structured reflection strengthened clinical reasoning. Several studies have focused on educators rather than students, revealing gaps in learner-centered evidence.

Conclusion

Innovative approaches grounded in constructivist, experiential, and situated learning frameworks improve conceptual understanding, engagement, and reasoning, especially when paired with authentic context and reflection. However, limited articulation of learning mechanisms and inconsistent outcome evaluations hinder cumulative evidence. Future curriculum designs should align pedagogical innovations with explicit theoretical foundations and employ distinct measures of learning and transfer.

Introduction

Occupational therapy (OT) education is evolving rapidly as healthcare systems, professional roles, and digital technologies continue to advance. These shifts require graduates to integrate theoretical knowledge with critical thinking, advanced reasoning, and evidence-based decision-making to address increasingly complex practice demands.^1–3 Traditional theory-based instruction often relies on passive learning and memorization, limiting students’ ability to construct conceptual understanding and apply theoretical models to authentic reasoning processes.^4–6 As a result, many learners struggle to transfer classroom knowledge into practice, highlighting the need for pedagogical approaches that promote active engagement, deeper processing, and meaningful knowledge integration.^5,7,8

Innovative pedagogies grounded in constructivist, experiential, and sociocultural learning theories offer promising alternatives. Approaches such as simulation-based learning, blended learning, flipped classrooms, interprofessional education, concept mapping, and structured reflection aim to enhance engagement and strengthen the transfer of theoretical knowledge to clinical reasoning.^4,9,10 These methods align with contemporary expectations for learner-centered, technology-supported, and contextually authentic education, particularly as OT curricula increasingly emphasize digital competence, accessibility, and culturally responsive practices.^3,5

Theoretical education provides the conceptual foundations through which students interpret occupational performance, analyze client needs, and make informed clinical decisions.^1,11–13 Strong theoretical grounding also supports reflective practice, professional intelligence, and advanced judgment—competencies essential for safe and effective OT practice.^13–16 Educational environments that foster collaboration, equity, and meaningful educator–student relationships further enhance learning outcomes and student wellbeing.¹⁷ In this review, theoretical education refers specifically to structured teaching of conceptual frameworks, models, principles, and foundational knowledge that support occupational therapy reasoning, distinct from hands-on clinical skills training.

Despite growing interest in innovative and evidence-based teaching strategies, the literature on theoretical OT education remains fragmented. Existing reviews have explored specific domains, such as equity-oriented pedagogies¹⁸ or approaches supporting professional intelligence and identity,¹⁴ but none provide a comprehensive synthesis of contemporary pedagogical innovations used to teach theoretical concepts in OT programs. This gap limits educators’ ability to design curricula that align with evolving professional expectations.

Given the increasing complexity of OT practice and the expanding range of educational technologies, a systematic synthesis of innovative teaching methods is needed. This review examines pedagogical approaches used in undergraduate OT education to teach theoretical content, evaluates their impact on students’ knowledge, reasoning, and engagement, and identifies gaps and implications for future educational practice and research.¹⁹

Methodology

Data Sources

A systematic search was conducted to identify studies examining innovative pedagogical approaches in undergraduate occupational therapy (OT) theoretical education. Four major databases—PubMed, Scopus, Web of Science (ISI), and the Cochrane Library—were searched for articles published from 2000 to February 2026. The search strategy combined controlled vocabulary and keywords related to Occupational Therapy, education, and innovative pedagogy, using Boolean operators such as “Occupational Therapy” AND (“education” OR “teaching” OR “theoretical education”) AND (“innovative teaching” OR “flipped classroom” OR “problem-based learning” OR “simulation” OR “blended learning” OR “active learning”). Google Scholar was additionally searched to identify relevant grey literature. The specific search strategy employed for each database is detailed in Table 1. The review protocol was registered in PROSPERO (CRD420261499322).

Table 1.

Search Strategies for Each Database

Database	Search Strategy
PubMed	(“occupational therapy” OR “OT education”) AND (“theoretical learning” OR “theory-based”) AND (“simulation” OR “blended learning” OR “problem-based learning” OR “active learning” OR “interprofessional education” OR “reflective practice”)
Scopus	TITLE-ABS-KEY (“occupational therapy” AND “theoretical” AND (“simulation” OR “blended learning” OR “PBL” OR “active learning” OR “interprofessional” OR “reflection”))
Web of Science	TS = (“occupational therapy education” AND “theoretical learning”) AND TS = (“simulation” OR “blended learning” OR “problem-based learning” OR “active learning” OR “interprofessional education” OR “reflective practice”)
Cochrane library	(“occupational therapy education”) AND (“theoretical instruction” OR “professional theory”) AND (“simulation” OR “blended learning” OR “PBL” OR “active learning” OR “interprofessional learning” OR “reflection”)

Eligibility Criteria

Studies were included if they met all of the following criteria: original research focused on theoretical knowledge in undergraduate OT education; examined innovative pedagogical approaches; published between 2000 and February 2026 and written in English.

Exclusion criteria were review articles, editorials, commentaries, or incomplete manuscripts; studies focused exclusively on clinical skills or clinical outcomes; studies involving postgraduate students, doctoral trainees, or practicing clinicians; studies conducted solely in clinical settings and non-English publications.

Study Selection

The initial search yielded 5511 records. After removing 639 duplicates, 1646 records were excluded based on study type, and 16 were removed for being non-English, leaving 2153 records for title and abstract screening. A total of 221 full-text articles were assessed for eligibility. Of these, 33 studies met all inclusion criteria and were included in the final synthesis. The selection process followed PRISMA guidelines and is illustrated in Figure 1.

Figure 1.

PRISMA flowchart of included studies.

Data Extraction

Two reviewers independently extracted data from each included study. Extracted information included author and year; country; participants; type of innovative pedagogical approach and outcome measures related to theoretical learning. Discrepancies were resolved through discussion until consensus was reached.

Quality Appraisal

Two reviewers independently assessed methodological quality using the Mixed Methods Appraisal Tool (MMAT). Studies failing to meet the two initial MMAT screening criteria were excluded. Each study received a rating based on the proportion of criteria met within its methodological category. Studies scoring below 40% were excluded from synthesis. Most included studies met 60–100% of MMAT criteria, indicating acceptable to strong methodological quality. A summary of MMAT ratings is presented in Table 2.

Table 2.

MMAT Scores for Included Studies

Author (year)	Q1	Q2	Q3	Q4	Q5	Total
Chung (2001)20	Yes	Yes	Yes	Yes	Yes	100%
Schaber (2005)21	Yes	Yes	Yes	Yes	Yes	100%
Solomon & Jung (2006)22	Yes	Yes	Yes	Yes	Yes	100%
Brown & Williams (2009)23	Yes	Yes	Yes	Yes	Yes	100%
Velde et al (2009)24	Yes	Yes	Yes	Yes	Yes	100%
Knecht-Sabres (2010)25	Yes	Yes	Yes	Yes	Yes	100%
Merryman (2010)26	Yes	Yes	Yes	Yes	Yes	100%
Bradley et al (2013)27	Yes	Yes	Yes	Yes	Yes	100%
Kraft et al (2013)28	Yes	Yes	Yes	Yes	Yes	100%
Whitcombe (2013)29	Yes	Yes	Yes	Yes	Yes	100%
Ashton et al (2014)30	Yes	Yes	Yes	Yes	Yes	100%
Bodell and Hook (2014)31	Yes	Yes	Yes	Yes	Yes	100%
Hung & lin (2015)32	Yes	Yes	Yes	Yes	Yes	100%
Grice (2016)33	Yes	Yes	Yes	Yes	Yes	100%
Rensburg & Toit (2016)34	Yes	Yes	Yes	Yes	Yes	100%
Ashton et al (2017)35	Yes	Yes	Yes	Yes	Yes	100%
Lewis et al (2018)36	Yes	Yes	Yes	Yes	Yes	100%
Zamjahn et al (2018)37	Yes	Yes	Yes	Yes	Yes	100%
Zimanyi et al (2019)38	Yes	Yes	Yes	Yes	Yes	100%
Chien et al (2020)39	Yes	Yes	Yes	Yes	Yes	100%
Mills et al (2020)40	Yes	Yes	Yes	Yes	Yes	100%
Hung et al (2021)41	Yes	Yes	Yes	Yes	Yes	100%
Lin et al (2021)42	Yes	Yes	Yes	Yes	Yes	100%
Brown et al (2022)43	Yes	Yes	Yes	Yes	Yes	100%
Hung et al (2022)44	Yes	Yes	Yes	Yes	Yes	100%
Törnqvist et al (2022)45	Yes	Yes	Yes	Yes	Yes	100%
İnal et al (2023)46	Yes	Yes	Yes	Yes	Yes	100%
Kaye & Kim (2023)47	Yes	Yes	Yes	Yes	Yes	100%
Hung et al (2024)48	Yes	Yes	Yes	Yes	Yes	100%
Chen et al (2025)49	Yes	Yes	Yes	Yes	Yes	100%
Simpson and colonel (2025)50	Yes	Yes	Yes	Yes	Yes	100%
Wang et al (2025)51	Yes	Yes	Yes	Yes	Yes	100%
Shim et al (2026)52	Yes	Yes	Yes	Yes	Yes	100%

Results

Study Selection

The database search yielded 5511 records. After removing 639 duplicates, 1646 records were excluded based on study type, and 16 were removed for being non-English. A total of 2153 records remained for title and abstract screening. Following screening, 221 full-text articles were assessed for eligibility. Of these, 80 lacked accessible full text, 43 involved different participants or outcomes, 56 were conducted in clinical settings, and 8 scored below 40% on MMAT appraisal. Ultimately, 33 studies met all inclusion criteria and were included in the final synthesis. The selection process is illustrated in Figure 1.

Study Characteristics

The 33 included studies were conducted across multiple countries and represented a wide range of innovative pedagogical approaches used in undergraduate occupational therapy theoretical education. Study designs, sample sizes, and outcome measures varied substantially. Key characteristics—including author, year, country, participants, pedagogical approach, and theoretical learning outcomes—are summarized in Table 3.

Table 3.

Characteristics of Included Studies

No.	Author(Year)	Country	Participants	Innovative Approach	Outcome Measures
1	Chung (2001)20	Korea	Occupational Therapy	Active learning	Improved literature search Enhanced oral presentation skills Promoted self-directed learning Facilitated deeper content understanding
2	Schaber (2005)21	USA	Occupational Therapy	Problem Based Learning + video technology	Improved group skills Facilitated curriculum integration
3	Solomon & Jung (2006)22	Canada	Occupational Therapy & Physical Therapy	Interprofessional Education	Developed a self‑management consultation model Designed joint HIV‑focused assessment processes Created educational materials for people living with HIV Provided mutual peer support
4	Brown & Williams (2009)23	Australia	Occupational Therapy	Simulation	DVD simulations perceived as useful IPE tool Supplemented practice placement learning Not viewed as replacement for real placements
5	Velde et al (2009)24	USA	Occupational Therapy	Simulation	Enhance learning
6	Knecht-Sabres (2010)25	USA	Occupational Therapy	Experiential learning	Enhanced understanding and application of course material Improved personal and professional clinical skills Strengthened clinical reasoning abilities
7	Merryman (2010)26	USA	Occupational Therapy	Simulation	Increased understanding of life with mental illness Enhanced empathy toward individuals with mental illness Improved insight into daily challenges of mental illness
8	Bradley et al (2013)27	UK	Occupational Therapy	Simulation	Enhance learning
9	Kraft et al (2013)28	USA	Occupational Therapy, Physician Assistant, & Physical Therapy	Simulation	Understanding of professional roles Enhanced clinical reasoning Appreciation of discharge planning
10	Whitcombe (2013)29	UK	Occupational Therapy	Problem Based Learning	Improved knowledge perceptions Strengthened professional identity
11	Ashton et al (2014)30	South Africa	Occupational Therapy	Problem Based Learning + Blended Learning	Enhance learning
12	Bodell and Hook (2014)31	UK	Occupational Therapy	Blended Learning	Created professional networks Facilitated continuing professional development
13	Hung & lin (2015)32	Taiwan	Occupational Therapy	Concept Mapping	Improved knowledge acquisition Enhanced integration of knowledge Supported situational learning Strengthened problem‑solving in PBL Improved small‑group learning skills Enhanced clinical reasoning
14	Grice (2016)33	USA	Occupational Therapy	Concept Mapping	Enhanced critical thinking Engaged conceptual thinking
15	Rensburg & Toit (2016)34	South Africa	Occupational Therapy	Active Learning	Enhanced Rural Practice Insight Fostered Personal Growth Strengthened Professional Development
16	Ashton et al (2017)35	South Africa	Occupational Therapy	Blended Learning	Enhanced learning
17	Lewis et al (2018)36	Australia	Occupational Therapy & Speech and Language Pathologist	Interprofessional Education + Simulation	Enhanced learning
18	Zamjahn et al (2018)37	USA	Occupational Therapy, Nursing and Respiratory Therapist	Interprofessional Education	Improved understanding of roles and responsibilities Increased awareness of others’ knowledge and skills
19	Zimanyi et al (2019)38	Australia	Occupational Therapy	Active Learning	Improved academic performance
20	Chien et al (2020)39	Korea	Occupational Therapy	Simulation	Enhanced teaching of professionalism
21	Mills et al (2020)40	Australia	Occupational Therapy, Speech and Language Pathologist & Dieting	Simulation + Interprofessional Education	Improved confidence in interprofessional practice Enhanced attitudes toward interprofessional collaboration
22	Hung et al (2021)41	Taiwan	Occupational Therapy	Simulation	Improved clinical knowledge and skills Enhanced student performance
23	Lin et al (2021)42	China	Occupational Therapy	Blended Learning	Integrated high-quality teaching across locations Promoted independent learning Supported comprehensive teaching supervision
24	Brown et al (2022)43	Australia	Occupational Therapy	Blended Learning	Increased psychological motivation Greater personal relevance Improved interactions with instructors Enhanced instructor support Strengthened student interaction and collaboration Improved cognitive problem solving
25	Hung et al (2022)44	Taiwan	Occupational Therapy	Reflective learning	Enhanced professionalism
26	Törnqvist et al (2022)45	Norway	Dentistry, Medical, Nurse, Occupational Therapy, Physical Therapy, Pharmacy	Interprofessional Education	Enhanced Collaboration
27	İnal et al (2023)46	Turkey	Occupational Therapy	Blended Learning	Increased Intrinsic Motivation Strengthened Extrinsic Motivation Improved Attentional Control Enhanced Perceived Learning
28	Kaye & Kim (2023)47	USA	Occupational Therapy	Concept Mapping	Improved schema acquisition Enhanced critical thinking Strengthened deep learning Supported educational success
29	Hung et al (2024)48	Taiwan	Occupational Therapy	Simulation	Enhanced professionalism
30	Chen et al (2025)49	Australia	Medical, pharmacy, nursing, and occupational therapy	Interprofessional Education
31	Simpson and colonel (2025)50	Australia	Occupational Therapy & SLP	Flipped Classroom	Effective Educator Attributes Purposeful, Flexible Design Active Learner Engagement
32	Wang et al (2025)51	China	Occupational Therapy	Simulation	Enhanced learning
33	Shim et al (2026)52	Korea	Occupational Therapy	Active Learning	Enhanced Academic Development Supported Personal Growth Strengthened Professional Identity

Quality Appraisal

Using the Mixed Methods Appraisal Tool (MMAT), most studies demonstrated moderate to high methodological quality, meeting 60–100% of criteria within their respective categories. Studies failing to meet initial MMAT screening criteria or scoring below 40% were excluded prior to synthesis. An overview of MMAT ratings is presented in Table 2.

Thematic Synthesis

Analysis of the included studies revealed four major themes representing contemporary innovative approaches to theoretical education in occupational therapy.

Innovative Pedagogical Modules

This theme encompassed simulation, problem-based learning (PBL), blended learning, active learning, experiential learning, and concept mapping.

• Simulation was the most frequently implemented innovation, using modalities such as DVD-based scenarios, desktop virtual simulation, standardized patients, virtual reality, situated simulation, role-play, and AI-supported formats. Across studies, simulation enhanced engagement, theoretical understanding, empathy, professional insight, and clinical reasoning.

• Problem-based learning (PBL) supported knowledge integration, professional identity formation, collaborative learning, and reasoning. Several studies combined PBL with simulation or concept mapping to deepen conceptual processing.

• Blended learning improved motivation, independent learning, instructor interaction, cognitive problem-solving, and flexibility in accessing theoretical content.

• Active learning strategies—including inquiry-based learning, flipped sessions, and structured group tasks—enhanced critical thinking, self-directed learning, engagement, and retention of theoretical knowledge.

• Experiential learning and concept mapping strengthened integration of theoretical and practical knowledge, schema development, and deep learning.

Interprofessional Education (IPE)

IPE studies involved OT students learning alongside peers from nursing, physical therapy, speech-language pathology, pharmacy, and other health professions. Key outcomes included improved understanding of professional roles, enhanced collaboration skills, increased confidence in interprofessional practice, and development of shared assessment and consultation models. IPE was frequently paired with simulation to create authentic learning environments.

Reflective Learning and Clinical Reasoning

Reflective approaches—such as journaling, structured reflection, and guided debriefing—supported clinical reasoning, professionalism, personal growth, and self-awareness. Reflection was most effective when embedded within simulation or experiential learning, reinforcing the integration of theoretical concepts with reasoning processes.

Educator-Focused Research

A subset of studies examined educators’ perspectives on innovative teaching. These studies highlighted challenges related to adopting new pedagogies, gaps in technological competence, and the need for faculty development. Findings emphasized that educator readiness and institutional support significantly influence the success of innovative teaching strategies.

Outcome Distinction

A key refinement in this synthesis was distinguishing objective educational outcomes from self-reported perceptions, addressing variability in measurement rigor across studies. Objective indicators—such as theoretical exam scores, concept-mapping performance, rubric-based reasoning assessments, and simulation metrics—provided the strongest evidence of improved theoretical learning. In contrast, self-reported outcomes (satisfaction, perceived learning, motivation, engagement, reflective insights) reflected positive learner experiences but offered weaker evidence of actual knowledge acquisition. This distinction underscores that evaluations of innovative pedagogies should rely primarily on objective, performance-based measures.

Overall, the evidence indicates that innovative, learner-centered pedagogies—particularly simulation, blended learning, PBL, and reflective practice—are enhanced:

• Conceptual understanding

• Engagement

• Critical thinking

• Clinical reasoning

• Transfer of theoretical knowledge to practice

However, variability in the study design, outcome measures, and reporting limits direct comparisons across studies.

Discussion

This systematic review synthesized 33 studies published between 2000 and February 2026 that examined innovative pedagogical approaches used to teach theoretical content in undergraduate occupational therapy education. Across the included studies, approaches such as simulation, blended learning, problem‑based learning (PBL), active learning, experiential learning, concept mapping, interprofessional education (IPE), and reflective practice consistently demonstrated positive effects on student engagement, conceptual understanding, and clinical reasoning. These findings align with contemporary educational theories emphasizing learner‑centered, constructivist, experiential, and sociocultural approaches to professional training.^{1–3,11–16}

Among the pedagogical approaches identified, simulation emerged as the most frequently implemented innovation, reflecting its strong grounding in experiential and adult learning theories.⁵³ Studies using DVD‑based simulations, desktop virtual environments, standardized patients, virtual reality, situated simulation, and role‑play consistently reported improvements in students’ understanding of theoretical concepts, empathy, and readiness for practice.^{23,24,26,27,37,39,41,51,54–56} The effectiveness of simulation is supported by its pedagogical mechanisms: scenario design that embeds theoretical concepts into realistic situations,^57–59 fidelity elements that enhance cognitive immersion,^60,61 safe decision‑making practice without clinical risk,^62,63 interactive feedback that guides attention to relevant principles,^63–65 and structured debriefing that strengthens reasoning and theory application.^66,67 These mechanisms align with best‑practice recommendations for simulation‑based education.⁴¹

Problem‑based learning (PBL) and blended learning also demonstrated strong potential for enhancing theoretical learning. PBL supported knowledge integration, professional identity formation, and collaborative reasoning through case‑based inquiry.^{9,10,22,29,68} Blended learning approaches—including flipped classrooms—improved motivation, independent learning, and cognitive problem‑solving, while offering flexibility and increased interaction with instructors.^5,9,24,27,41 Additional blended and hybrid learning studies^{31,42,43,46,69,70} reported mixed effects on academic performance but consistently emphasized the importance of instructor presence, communication, and student motivation.

Active learning strategies such as inquiry‑based learning, structured group tasks, and reflection intervals enhanced critical thinking, self‑directed learning, and retention of theoretical knowledge.^{20,38,71–73} Experiential learning, including STEAM‑based hands‑on approaches,^48,74,75 strengthened schema development and supported the application of theoretical concepts to authentic tasks. Concept mapping further contributed to integrated knowledge structures and critical thinking, particularly when paired with PBL or flipped classroom approaches.^32,33,76

Interprofessional education (IPE) improved students’ understanding of professional roles, collaborative skills, and shared reasoning processes.^{10,17,18,26,51,56} When combined with simulation, IPE created realistic learning environments that mirrored the complexities of clinical practice,^21,28,30,40 reinforcing the relevance of theoretical knowledge in team‑based decision‑making.

Reflective learning approaches supported the development of professionalism, self‑awareness, and clinical reasoning.^19,39,55 Tools such as reflective journals, structured reflection phases, and the Multidimensional Perspectives Checklist^22,44,77,78 demonstrated the value of reflection in fostering critical thinking and lifelong learning.

A smaller subset of studies focused on educators rather than students, highlighting gaps in faculty preparedness, technological competence, and pedagogical training. Workshops for ethics educators,⁷⁹ co‑design processes involving lived‑experience experts,⁴⁹ and long‑term blended curriculum development projects³⁵ emphasized that educator readiness and institutional support significantly influence the success of innovative teaching strategies.

Overall, the evidence indicates that innovative pedagogies grounded in constructivist, experiential, and sociocultural theories enhance theoretical learning in occupational therapy. However, the evidence base remains fragmented, with considerable variation in study design, outcome measures, and reporting quality. Many studies relied heavily on self‑reported outcomes, lacked long‑term follow‑up, or did not clearly articulate the theoretical mechanisms underlying their interventions. These limitations hinder comparative evaluation and highlight the need for more rigorous, theory‑driven research using standardized, objective assessments. Finally, this review did not include post-doctoral or entry-level doctoral studies, which may offer additional insight into advanced theoretical training.

Implications for Practice and Research

• Integrate innovative pedagogies such as simulation, PBL, blended learning, active learning, experiential learning, concept mapping, IPE, and reflective practice to strengthen theoretical understanding and clinical reasoning.

• Combine complementary methods (eg, simulation + structured debriefing; PBL + concept mapping) to enhance knowledge integration and support transfer of theoretical concepts to practice.

• Prioritize educator readiness, ensuring faculty receive training in technology-supported teaching, facilitation skills, and implementation of innovative pedagogies.

• Align instructional strategies with explicit learning theories to improve coherence, instructional quality, and relevance for professional reasoning.

• Use standardized, objective outcome measures—including exam scores, concept-mapping performance, rubric-based reasoning assessments, and simulation metrics—to evaluate pedagogical effectiveness more rigorously.

• Conduct longitudinal studies to determine whether gains in conceptual understanding and reasoning persist over time and translate into improved practice readiness.

• Increase student-centered research, as many existing studies focus primarily on educators rather than learners.

• Compare pedagogical approaches across theoretical content areas to identify which innovations are most effective for specific learning needs.

• Examine combined pedagogical models to understand how integrated strategies optimize learning mechanisms and support sustained knowledge transfer.

Conclusion

Innovative pedagogical approaches—including simulation, blended learning, problem-based learning, active learning, experiential learning, concept mapping, interprofessional education, and reflective practice—demonstrate clear value in strengthening theoretical learning in undergraduate occupational therapy education. Across studies, these methods consistently enhanced student engagement, conceptual understanding, and clinical reasoning, reflecting the relevance of constructivist, experiential, and sociocultural learning principles for contemporary OT curricula.

Despite promising findings, the evidence base remains fragmented, with variability in study design, outcome measures, and theoretical grounding. Future research should employ clearer learning frameworks, standardized assessments, and longitudinal designs to determine the sustained impact of innovative pedagogies on professional competence. Strengthening faculty development and aligning instructional strategies with explicit theoretical foundations will be essential for improving the coherence, quality, and transferability of theoretical education in occupational therapy.

Funding Statement

This study received no funding.

Data Sharing Statement

Available from the corresponding author and will be provided on authorized request.

Author Contributions

All authors made a significant contribution to the work reported, whether that is in the conception, study design, execution, acquisition of data, analysis and interpretation, or in all these areas; took part in drafting, revising or critically reviewing the article; gave final approval of the version to be published; have agreed on the journal to which the article has been submitted; and agree to be accountable for all aspects of the work.

Disclosure

The authors declared no conflicts of interest.