ACTIVE METHODOLOGIES MEDIATED BY DIGITAL TECHNOLOGIES IN HIGHER EDUCATION

Abstract

The present study aims to analyze the use of active methodologies mediated by digital technologies in the context of higher education, considering their contributions to the promotion of meaningful learning, the development of student autonomy, and the re-signification of university pedagogical practices. In light of the social and technological transformations intensified over recent decades, especially following the expansion of remote and hybrid education, higher education institutions have begun to demand new methodological approaches capable of overcoming traditional models centered on the passive transmission of knowledge. In this context, active methodologies emerge as pedagogical strategies that place students at the center of the educational process, encouraging participation, collaboration, critical thinking, and the solving of real-world problems. Mediation through digital technologies such as Virtual Learning Environments, collaborative platforms, multimedia resources, and online interactive tools expands possibilities for interaction, flexibilizes teaching and learning processes, and promotes the personalization of learning pathways. Methodologically, the study is characterized as qualitative research of a bibliographic and exploratory nature, grounded in recent scientific publications on university teaching, pedagogical innovation, and the integration of digital technologies into higher education. The results indicate that the articulation between active methodologies and digital technologies contributes to increased academic engagement, the strengthening of collaborative learning, and the development of digital competencies among both students and teachers. It is also observed that the planned use of these strategies favors more formative and reflective assessment practices aligned with contemporary higher education demands. However, challenges are identified related to teachers’ pedagogical training, institutional technological infrastructure, and the need for cultural changes within the university environment, which is still strongly marked by traditional practices. It is concluded that the adoption of active methodologies mediated by digital technologies represents a promising path toward pedagogical innovation in higher education, requiring continuous investment in teacher training, instructional planning, and institutional policies that encourage the critical and meaningful integration of educational technologies. Thus, the importance of rethinking the role of the university professor as a mediator of knowledge and the student as the protagonist of their own learning process is emphasized, in alignment with the demands of contemporary digital society.