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Use of Active Methodologies in Basic Education: An Umbrella Review

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Publicat a:Education Sciences vol. 15, no. 11 (2025), p. 1536-1553
Autor principal: González López Andrea María
Altres autors: Pascual Sevillano María Ángeles, Sorzio Paolo
Publicat:
MDPI AG
Matèries:
Teaching
Pedagogy
Students
Instructional design
Documents
Social sciences
Teachers
Cooperative learning
Active learning
Inclusion
Flipped classroom
Service learning
Databases
Methods
Problem based learning
Project-based learning
Education
Literature Reviews
Educational Research
Prior Learning
Physical Education
Learning Processes
Academic Accommodations (Disabilities)
Group Activities
Meta Analysis
Elementary Education
Interpersonal Relationship
Information Seeking
Eligibility
Comparative Education
Comparative Analysis
Core Curriculum
Database Management Systems
Learner Engagement
Educational Trends
Publish or Perish Issue
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Resum:Active methodologies are consolidated as a key trend in education for the competence development of students at all educational stages, due to the academic, social, personal, and professional benefits that their implementation in the classroom provides. The profusion of systematic reviews on different types of active methodologies in recent years provides a high level of accumulated evidence. Therefore, a review of reviews allows comparing and contrasting different studies, offering a comprehensive perspective on their impact on Basic Education (Primary and Secondary Education). This study carries out an umbrella review through a qualitative systematic analysis using WoS, Scopus, and Dialnet databases. Reviews carried out in the last six years on the use of different active methodologies have been analysed, obtaining a total of 33 final references. The findings indicate that general research on active methodologies in Basic Education is limited, and these have a positive impact on students with favorable effects on their academic performance and comprehensive development. Despite their relevance, passive and directive methodologies remain predominant. Furthermore, the need for teacher training for effective implementation of active methodologies in the classroom is highlighted.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15111536
Font:Education Database