INFLUENCE OF ACTIVE LEARNING METHODOLOGIES AND OTHER EDUCATIONAL EXPERIENCES ON PROFESSIONAL PRACTICE AFTER GRADUATION: A NARRATIVE REVIEW

Abstract

This study aims to analyze the available evidence on the relationship between active learning methodologies and other educational experiences developed throughout undergraduate education and the professional outcomes observed after graduation. A narrative, exploratory, and descriptive review was conducted, with searches performed in the Scopus, Web of Science, ScienceDirect, and Google Scholar databases, without a temporal restriction. Studies addressing graduates, professional competencies, employability, career readiness, and work outcomes were considered, with attention to comparisons between active approaches and predominantly traditional models. The studies showed favorable associations mainly with transferable competencies, including communication, collaboration, problem-solving, adaptability, interpersonal skills, and work readiness. Project-based learning and work-integrated experiences showed positive results in different contexts, although the effects were not uniform. Heterogeneity was observed in study designs, follow-up periods, fields of education, and professional indicators, together with a predominance of self-reported measures. Conclusion the active methodologies and contextualized learning experiences may contribute to competencies relevant to the transition to professional practice, but the available evidence does not support attributing better career outcomes to these methodologies in isolation.