The use of innovative methods in Higher Education: active methodology and problem-based learning

In recent decades, Higher Education has undergone significant transformations, driven by the need to prepare students for a constantly changing world. In this context, active teaching methodologies have gained prominence as alternatives to traditional methods. Among these methodologies, problem-based learning (PBL) is widely recognized for promoting the development of autonomy, critical thinking, and collaborative work by presenting students with real-world problems.

In light of the rise of these methodologies, this qualitative research aims to explore perceptions of the use of PBL in higher education, focusing on understanding how students experience this methodology compared to traditional teaching and what their perceptions are regarding the impact of PBL on the development of skills such as autonomy, problem-solving abilities, and engagement with the content. Additionally, the investigation also seeks to identify the challenges students face in adapting to this teaching model. The research will be conducted using a qualitative method with an exploratory and reflective approach, utilizing a narrative literature review, exploration, and critical analysis of key works. This involves document analysis, covering books, scientific articles, institutional reports, and relevant academic literature, aiming to identify patterns and trends regarding the impact of PBL on the teaching-learning process.

The results revealed that PBL (Problem-Based Learning) contributes to the development of autonomy and critical thinking, as well as promoting engagement with curricular content. Additionally, it was observed that collaboration among students, although strengthened by PBL, is not always fully efficient, with reports of difficulties in organizing group work. On the other hand, students who overcome these difficulties reported a significant improvement in their skills.

The research aims to contribute to the improvement of pedagogical practices in Higher Education, highlighting both the benefits and challenges associated with PBL. It is expected that the results will provide valuable data for the more effective implementation of active methodologies.