Transforming Transversal Competencies among Lecturers on the Technical Pedagogy in Mechatronics Degree Programme through the Implementation of Active Learning Methodologies at the Central University of Ecuador

Abstract

The study analysed the relationship between active learning methodologies and the development of transversal competencies among lecturers on the Technical Pedagogy in Mechatronics degree programme at the Central University of Ecuador. A qualitative approach was adopted, with a descriptive-interpretative scope and a documentary design, involving the identification, selection and analysis of scientific publications in accordance with the PRISMA 2020 guidelines. The contributions of problem-based learning, project-based learning, cooperative learning and formative assessment were examined in relation to critical thinking, communication, creativity, leadership, adaptability and decision-making. The findings indicated that these methodologies offer complementary opportunities to strengthen professional capabilities associated with problem-solving, planning, collaboration, pedagogical reflection and the regulation of teaching practices. Their contributions were also found to depend on instructional planning, clearly defined learning aims, resource availability, pedagogical mediation and the quality of feedback. It is concluded that active learning methodologies provide relevant pedagogical frameworks for strengthening lecturers’ transversal competencies in technological higher education by fostering connections between technical knowledge, pedagogical reflection, collaboration and decision-making in the development of teaching practices aimed at holistic education.