ACTIVE METHODOLOGIES AS A STRATEGY FOR THE DEVELOPMENT OF STUDENT AUTONOMY

Abstract

This article aims to analyze active methodologies as a pedagogical strategy for the development of student autonomy in the teaching-learning process. This is a qualitative bibliographic review based on scientific studies available in databases such as Google Scholar and SciELO. The results show that methodologies such as flipped classroom, problem-based learning, project-based learning, hybrid teaching, and gamification promote student protagonism, critical thinking, and responsibility for learning. However, challenges related to teacher training, resistance to pedagogical change, and institutional infrastructure are also identified. It is concluded that active methodologies represent a promising path for more meaningful educational practices when aligned with consistent pedagogical planning.