New learning techniques and technologies cause a further increase in innovation in methodological areas in higher education. This chapter analyzes the most relevant innovation methodologies in educational fields through a systematic literature review. Afterwards, a classification is made in which they are divided according to their main characteristics in which the authors distinguish competence learning, ICT, active and reflexive learning, flexible groups, and real contextualization.
TopIntroduction
Despite the continuous advances in science, technology or communication that today's society enjoys, we live immersed in situations of continuous change accentuated by the gaps created by inequalities, poverty and even discrimination and current social fragmentation. However, both knowledge and learning constitute the most powerful weapons in the renewal processes required by this globalized society in which education plays an essential role.
Currently, as referenced in the paper from the United Nations Educational Scientific and Cultural Organization through its guidance for policy-makers (2021), the current situation due to COVID-19 crisis has widely implied a need for educational innovation in a very short period of time due to the fact that traditional educational contexts such as face-to-face education have moved towards educational contexts based on Information and Communication Technologies (hereinafter ICT). In addition, it is important to refer to the international commitment to comply with The Global Education 2030 Agenda, which specifically highlights the commitment to comply with the Sustainable Development Goal (SDG) number 4 related to obtaining an inclusive and equitable quality education in order to promote lifelong learning for all the citizens (Saura et al., 2022). This objective is specified in specific goals related to the achievement of learning skills, which requires a transformation of education supported by technology, innovation and associations produced suddenly during these years.
It is important to highlight that all innovation in the educational context has a certain influence on society as a whole due to the fact that it requires the collaboration of all the intervening stakeholders, where it is necessary to allocate a series of resources for its development, that is, A climate of consensus must be produced to favor innovation (García, 1996; Saura et al., 2022a). It is undeniable that human beings have always tended to evolve in all aspects that surround them, including the way in which they acquire knowledge, and in this time of globalization, this evolution in the way people learn is directly related to the information revolution produced by the use of ICT In addition, it is essential that teachers maintain their interest in acquiring new knowledge related to teaching to develop the ability to innovate in the teaching-learning process and that this motivation to learn is transferred directly to their students (Montico, 2004; Rodríguez et al., 2009).
Sometimes, educational innovation in higher education, that is, in the context of universities, is considered an utopian purpose since this context tends to be still dominated by a large part of the conservative sector of the current society. Due to the fact that higher education is directly linked to the labor market, one of its main concerns should be preparing responsible citizens capable of assuming and facing the challenges that it demands (Saura et al., 2022b). Therefore, it is essential that this innovative trend be developed in all dimensions of the educational institution (Sanchez Ibañez, 2008). Thus, in this paper, the term educational innovation will be assumed as the way in which changes are produced in the teaching-learning process with the aim of improving the learning outcome, taking into account that it must respond to needs, be effective, efficient and whose results are capable of being maintained over time, the context in which said innovation occurs being essential (García-Peñalvo, 2015).
The objective of this paper is to know the main innovative methodologies that are implemented in higher education based on their common elements that characterize them. Consequently, to address these objectives, a systematic review of the literature has been carried out based on the terms Educational Methodology and Teaching Method. The databases consulted were Web of Science and Scopus. Continuing the criteria from vom Brocke et al. (2015), this methodology allows us to study a lot of different aspects and determine the common characteristics of the educational methodologies used in higher education.
The remainder of this paper is structured into four sections. First, a theoretical framework is presented with information on the characteristics and needs of innovative methodologies in higher education. Secondly, the methodology used to address the proposed research objective is detailed, followed by an analysis of the results obtained with a particular focus on the characterization of the particularities of said methodologies. Finally, the last section draws conclusions and outlines directions of future research.