Jul 2026· Frontiers in Education· 0 citations· 34 references
Abstract
This study examines how active pedagogical methodologies contribute to students’ comprehensive development across cognitive, affective, social, ethical, and practical dimensions, extending the analysis beyond academic performance outcomes.
A qualitative integrative hermeneutic review was conducted using a corpus of 42 scholarly sources retrieved from Scopus, Web of Science, ERIC, SciELO, and Redalyc, supplemented by recognized theoretical monographs. The study followed a transparent documentary selection protocol—including contextual reading, thematic categorization, theoretical triangulation, interpretive synthesis, and qualitative appraisal—without claiming systematic-review compliance or meta-analytic status.
Analysis of the 42-source corpus identifies five interrelated developmental categories produced by active pedagogy: cognitive, affective, social, ethical, and practical. Methodologies including project-based learning, service-learning, cooperative learning, flipped classroom, and self-directed learning contribute to comprehensive student formation when sustained by pedagogical scaffolding, assessment coherence, teacher preparation, and institutional capacity. Effects are conditional rather than automatic, and implementation risks—including student anxiety, inequality reproduction, and institutional constraint—are documented across categories.
The study proposes an original five-category interpretive model that articulates dispersed theoretical and empirical contributions into a middle-range analytical framework for active pedagogy, integrating self-determination theory, experiential learning, transformative learning, and communities of practice within a single interpretive architecture.
The model offers an operational basis for curriculum design, teacher professional development, and institutional quality assessment in higher education. For Latin American and Ecuadorian contexts specifically, active pedagogy should be implemented as situated curricular design embedded in structures of equity, interculturality, and democratic participation—not as isolated classroom innovation.
This study aims to examine the relationship between constructivism and Self-Regulated Learning (SRL) in enhancing students' cognitive and behavioral engagement and to explore its relevance to the implementation of the Merdeka Curriculum. This study employed a systematic literature review by analyzing ten peer-reviewed journal articles selected based on their relevance, credibility, and alignment with the research objectives. The collected data were synthesized using a descriptive-comparative approach to identify patterns, similarities, and differences across the selected studies. The results of this study indicate that constructivism and Self-Regulated Learning (SRL) have complementary roles in improving students' engagement. Across the ten selected studies, constructivism and SRL consistently promoted critical thinking, problem-solving, active participation, self-directed learning, and reflective learning practices. The synthesis also demonstrated that their integration supports the development of meaningful, student-centered learning environments, making it highly relevant to the implementation of the Merdeka Curriculum. This research provides a conceptual foundation for integrating constructivist learning and Self-Regulated Learning (SRL) strategies in classroom practice to enhance students' cognitive and behavioral engagement. This research also supports the implementation of the Merdeka Curriculum by highlighting the importance of student-centered, meaningful, and self-directed learning as essential components of effective educational practice.
Adhiswar Azizi, Avita Aniqul Farikhah, Najwa Azizah Firdausi et al.· Jurnal Ilmu Pendidikan dan S...· 0 citations
Student agency is currently gaining attention in educational research as an important competency that current students should embody. However, synthesis of studies exploring student agency is limited, thereby affecting effective adoption and promotion of agency among students in classrooms. This review synthesized the different conceptualizations of agency in various contexts, the various pedagogies used to promote agency, and how agency is developed and enabled. The study used a meta-synthesis design and followed the PRISMA protocol to systematically search and screen studies. Content analysis was performed to analyze the qualitative data of each article. The review identified a range of conceptualizations across sociocultural, psychological, sociological, cultural anthropology, and asymmetrical materialist frameworks, each illuminating how agency emerges through dialogic interaction, identity negotiation, and purposeful engagement with science. The pedagogical approaches that promoted agency were those that emphasized open-ended inquiry, dialogic teaching, and community- and place-based learning. Socio-cultural and sociological lenses emphasize co-constructed meaning-making and identity negotiation, while cultural anthropology and psychological frameworks highlight the role of real-world engagement, personal relevance, confidence, and relational support in fostering agency. These results imply that science and environmental educators should rethink designing lessons and curriculum that provide sustained opportunities for open-ended inquiry, dialogue, and engagement with locally and socially relevant issues to promote agency among students.
Esmeth C Espinola, M. S. Prudente· Disciplinary and Interdiscip...· 0 citations
The flipped classroom is a well-researched pedagogical approach that uses in-person time for guided practice, discussion, problem solving, teamwork, and other forms of active learning while shifting the initial exposure to instructional content outside of the classroom. Verified empirical and review-level data on two major categories of student outcomes are summarised in this systematic review: affective outcomes, which include motivation, engagement, attitudes, self-efficacy, and satisfaction, and cognitive outcomes, which include academic achievement, retention, knowledge acquisition, knowledge application, and higher-order learning. Overall, research points to the benefits of flipped instruction; however, the extent of these benefits varies greatly among disciplines, educational levels, study designs, and implementation features. While reviews of more rigorous or discipline-specific studies have indicated little to no difference from traditional lecture-based training, large-scale syntheses have reported beneficial effects on academic performance. There is also generally favourable evidence for affective consequences, with flipped contexts frequently showing improvements in motivation, self-efficacy, satisfaction, and attitudes. However, significant causal findings are not possible due to heterogeneity, methodological flaws, conflicting definitions of the flipped model, and confounding of "flipping" with extra active-learning enrichment. According to the review's conclusion, flipped pedagogy shouldn't be seen as a one-size-fits-all solution or as an inherent enhancement over traditional instruction. The quality of pre-class learning resources, student preparation, instructor facilitation, and the planning of in-class learning activities all play a major role in its efficacy. Stronger experimental designs, standardised outcome measures, extended follow-up, and more transparent reporting of implementation fidelity should all be used in future studies.
Unknown authors· International Journal of Edu...· 0 citations
This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.
Sujie Fan, Wei Hui-Suan, Muhd Khaizer Omar et al.· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The present research analyzes to what degree ‘learning by doing’ approaches are applied in the didactic planning of student teachers. Based on a constructivist-experiential paradigm, the study emphasizes that lesson planning is a reflective and evaluative action which displays pedagogical comprehension. A research-based qualitative documentary method was used to study five lesson plans with two reliable observation instruments. For quantitative scoring, attention was directed to items involving experiential structure and methodological coherence, whereas qualitative analysis identified themes of conceptual triangulation in which activities, resources and evaluation approaches were mutually associated. Results suggest that some lesson plans are well aligned with the experience, reflection, conceptualization, application framework, while others indicate a lack of bridging of theory to practice. Plans that scored highest used integrated themes and cohesive sequencing, while those that scored lowest were minimally evaluated and resource minimally aligned. The research fills important gaps in the literature for providing empirical findings on the implementation of experiential learning in the context of the Latin-American teacher education scene, as well as for discussing observation guides as an indication of meta-evaluation and staff training. This study provides an expandable and thought-provoking structure for enhancing the quality of didactic planning in teacher education, drawing attention to the ethical role of deliberate instructional design in supporting meaningful and effective learning.
Judith Maldonado Rivera· Higher Education for the Fut...· 0 citations
Persistent deficiencies in teacher training continue to hinder progress toward pedagogical excellence. In the absence of consensus among colleagues, administrators, and students regarding instructional challenges, traditional evaluation methods fail to facilitate substantive professional growth. High-stakes assessments frequently result in anxiety, defensiveness, and superficial compliance rather than authentic improvement. This article presents a framework for nonjudgmental classroom observation, detailing its theoretical underpinnings, core principles, and methodologies. Drawing on empirical research from K-12, higher education, and English as a Second Language (ESL) contexts, it demonstrates that non-evaluative observation preserves professional dignity during development. The framework comprises three stages: pre-observation goal-setting and relationship-building, structured formative observation centered on inquiry, and post-observation reflective dialogue to support self-directed growth. In contrast to traditional evaluative models that prioritize accountability, this approach conceptualizes classroom observation as a collaborative learning process facilitated by peer teachers, instructional coaches, counselors, and other staff members. Evidence from diverse educational settings indicates that fostering psychological safety and trust enables meaningful pedagogical development, enhances teacher self-efficacy, and cultivates a culture of continuous professional growth. The article concludes with practical recommendations for educational leaders, policymakers, and professional development coordinators to implement non-evaluative observation systems that recognize skill differences, uphold professional dignity, and advance authentic teaching excellence.
Dr. James McLaughlin, DBA, MEd· International journal of res...· 0 citations
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