El modelo pedagógico de innovación crítica: metodología para el fortalecimiento del conocimiento y el aprendizaje en los estudiantes de pregrado

Abstract

Background. Pedagogical innovation is one of the main challenges facing higher education in the twenty-first century, as digital transformation now shapes every mode of instruction and calls into question the way students build knowledge. Objective. To develop an emerging pedagogical model that strengthens knowledge and learning among undergraduate students, drawing on the experiences of students, faculty, and administrators across different educational modes. Methods. A qualitative study was conducted under the interpretive-critical paradigm using a grounded theory design. A total of 221 participants from three Colombian institutions representing on-campus, military on-campus, and online modes were selected through purposive sampling. Data were collected through semi-structured interviews, supported by document analysis of reports issued by the Colombian Ministry of National Education and by observational research. The analysis involved open, axial, and selective coding, source triangulation, and categorical convergence analysis. Results. Eight emerging categories were identified: pedagogical innovation as the organizing axis, participation and dialogue, reflective assessment, critical thinking, faculty development, educational equity, meaningful learning, and the pedagogical use of artificial intelligence and ICT. The three groups agreed that changing educational practice depends not on adopting technology or making isolated methodological changes, but on aligning pedagogy, didactics, teaching strategies, and the instructional context. Conclusions. The convergence of these categories gives rise to the Pedagogical Model of Critical Innovation, an emerging theoretical construct that offers a conceptual reference for updating institutional education projects, pedagogical models, and curriculum designs across the different modes of higher education.