Didactic Innovation for Active Methodologies in Technical and Vocational Education
Innovación Didáctica para las Metodologías Activas en la Formación Técnica y Profesional
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.E4.5.95-113Keywords:
active methodologies, technical and vocational education, didactic innovation, teacher competencies, teaching-learning processAbstract
The limited application of active methodologies in technical and vocational training constitutes the foundation of this research. The objective was to determine the relationship between didactic innovation and active methodologies at the Nuevo Pacto Educational Unit, Tarqui parish, Guayaquil, during the 2023-2024 school year. A mixed-methods approach with a non-experimental, descriptive, bibliographic, and field-based design was employed; the sample consisted of 65 students and 3 teachers from the technical baccalaureate level. A survey was applied to students and a semi-structured interview to teachers, both validated by expert judgment and yielding a Cronbach’s alpha coefficient of 0,992. Results show that between 49,2% and 69,2% of students perceived that active methodologies were rarely or never applied, while teachers acknowledged their value but identified concrete barriers: lack of family support and limited use of ICT. It is concluded that a positive and significant relationship exists between both variables: the more effectively active methodologies are implemented, the higher the level of perceived didactic innovation, although this relationship depends on continuous teacher training, strategic use of ICT, and the commitment of the entire educational community.
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