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Teaching Methods, Learning and Development: A 15-Year Research Perspective by Educational Stages

Shranjeno v:
izdano v:Education Sciences vol. 15, no. 9 (2025), p. 1213-1234
Glavni avtor: Aguilar-Moya, Remedios
Drugi avtorji: Diamanti Roberta, Melero-Fuentes, David
Izdano:
MDPI AG
Teme:
Pedagogy
Students
Teaching methods
Relational data bases
Knowledge
Didacticism
Education
Learning
Bibliographic records
Curricula
Longitudinal studies
Educational Practices
Competence
Experiential Learning
Influence of Technology
Learning Strategies
Active Learning
Educational Methods
Academic Achievement
Educational Innovation
Educational Technology
Cooperative Learning
Creative Teaching
Decision Making
Diagnostic Teaching
Access to Information
Bibliographic Databases
Information Seeking
Data Analysis
Cultural Context
Database Management Systems
Educational Trends
Constructivism (Learning)
Educational Facilities Improvement
Individual Development
Class Activities
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Resumen:Teaching methods are pivotal to the success of educational systems, ensuring that students acquire the competencies embedded in the curriculum at every educational stage. This study presents a novel longitudinal analysis of teaching methods and their association with learning, perception, and development across Elementary, Secondary, and Post-Secondary education over the past 15 years. Using a large sample of 43,298 articles from the ERIC database, we applied correspondence analysis to reveal the temporal patterns and associations between teaching methods and educational stages. The analysis highlights a clear trend, with Active Learning emerging as a dominant methodology across all stages, reflecting a shift toward more student-centered approaches. The results underline the necessity for methodological reforms that prioritize active student engagement and participation. By offering a detailed mapping of the evolution of teaching methods, this study offers a descriptive mapping that may inform educators and policymakers to guide the implementation of more effective and adaptive educational practices, in order to achieve meaningful learning for students and a teaching practice that optimises the teaching and learning process.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15091213
Fuente:Education Database