ACTIVE METHODOLOGIES AND DIGITAL TECHNOLOGIES: INNOVATIVE PRACTICES IN HIGHER EDUCATION

Abstract

In recent decades, higher education has undergone a process of methodological reform driven by the demands of an increasingly digital and connected society. In this context, there is a growing need for the adoption of pedagogical practices that promote student engagement, autonomy, and protagonism. Active methodologies and digital technologies emerge as innovative alternatives to transform teaching and learning processes, fostering a more meaningful, interactive education aligned with the demands of the contemporary job market. This study aims to analyze the impact of the integration between active methodologies and digital technologies in higher education, highlighting innovative practices that have contributed to the improvement of the educational process, increased student participation, and the construction of more meaningful learning experiences. The research adopts a qualitative approach, based on a bibliographic review of scientific articles, books, and official documents published in the last five years, with an emphasis on Brazilian authors in the fields of Education and Educational Technology. Materials available in databases such as Scielo, Google Scholar, and CAPES journals were selected, addressing practical experiences of applying active methodologies in conjunction with the use of digital technologies in higher education. Content analysis was used to interpret the collected data, allowing the identification of relevant categories for discussion. The results indicate that the implementation of active methodologies associated with digital technologies has favored a shift in the roles of students and teachers in higher education. Practices such as the Flipped Classroom, Problem-Based Learning (PBL), and the use of Information and Communication Technologies (ICT) have promoted greater interaction, participation, and student engagement. However, the analyzed studies also reveal some challenges. Among them are the resistance of some faculty members to adopting new pedagogical practices, the lack of technological infrastructure in some institutions, and the need for continuous teacher training for the efficient use of educational technologies. The integration between active methodologies and digital technologies represents an important strategy for innovation in higher education. The results show that, when well-planned and executed, these practices contribute to more participatory, autonomous, and meaningful learning, preparing students for the challenges of contemporary society. To ensure the effectiveness of these actions, it is essential to invest in teacher training, provide adequate technological infrastructure, and implement institutional policies that encourage pedagogical innovation. Future research may further analyze the impacts of these methodologies in different areas of knowledge, contributing to the consolidation of more effective and inclusive educational practices.