Beyond traditional teaching: a systematic review of innovative pedagogical practices in 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.

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.

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.

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).

Results

After the selection of articles, an in-depth analysis was conducted as detailed in Tables 5 and 6.

Discussion

From the analyzed best practices, three key strategies that promote teaching and learning in higher education can be grouped as follows:

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.