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<p>Despite global interest in active learning methodologies, limited empirical evidence exists on their implementation in developing countries, particularly regarding their relationship with teaching competencies. This study explores the association between teaching competencies and the application of active learning methodologies in a Peruvian public university. We hypothesized a strong positive correlation between specific teaching competencies–planning, pedagogical practice, and assessment–and the effective use of student-centered, personalized, and globally integrated methodologies. Using a non-experimental, cross-sectional correlational design, data were collected from 167 education students through validated questionnaires. Statistical analyses included descriptive measures, Spearman correlations, cluster analysis, and multiple correspondence analysis. Findings revealed a strong correlation (<InlineEquation ID="IEq1"> <InlineMediaObject> <ImageObject Color="BlackWhite" FileRef="44217_2025_799_Article_IEq1.gif" Format="GIF" Height="14" Rendition="HTML" Resolution="72" Type="Linedraw" Width="68" /> </InlineMediaObject> <EquationSource Format="TEX">\(r = 0.862\)</EquationSource> </InlineEquation>) between teaching competencies and active methodology implementation. Three teacher profiles–high-performing, moderate, and developing–were identified, each demonstrating distinct patterns of competency and methodology use. The analysis also uncovered strong associations between pedagogical practice and learning personalization, but weaker integration between student-centered strategies and global-intercultural dimensions. These results emphasize the multidimensional nature of effective teaching and the need for targeted professional development. While the study confirms the relevance of integrated teaching models, limitations related to sample size, context specificity, and self-reported data suggest cautious generalization. Future research should adopt mixed-method, longitudinal designs across diverse institutional contexts.</p>

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Student perceptions of teaching competencies in active learning methodologies: a correlational and cluster analysis in Peruvian higher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月2日

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  • María Luisa Medina Vásquez,
  • Liliana Carmen Campos Ramírez,
  • Merly Liliana Yataco Bernaola,
  • José Ricardo Yataco Torrealva,
  • Zully Maribel Ramos Torrealva,
  • Diana M. Castro Cárdenas,
  • Segundo Francisco Segura Altamirano

摘要

Despite global interest in active learning methodologies, limited empirical evidence exists on their implementation in developing countries, particularly regarding their relationship with teaching competencies. This study explores the association between teaching competencies and the application of active learning methodologies in a Peruvian public university. We hypothesized a strong positive correlation between specific teaching competencies–planning, pedagogical practice, and assessment–and the effective use of student-centered, personalized, and globally integrated methodologies. Using a non-experimental, cross-sectional correlational design, data were collected from 167 education students through validated questionnaires. Statistical analyses included descriptive measures, Spearman correlations, cluster analysis, and multiple correspondence analysis. Findings revealed a strong correlation ( \(r = 0.862\) ) between teaching competencies and active methodology implementation. Three teacher profiles–high-performing, moderate, and developing–were identified, each demonstrating distinct patterns of competency and methodology use. The analysis also uncovered strong associations between pedagogical practice and learning personalization, but weaker integration between student-centered strategies and global-intercultural dimensions. These results emphasize the multidimensional nature of effective teaching and the need for targeted professional development. While the study confirms the relevance of integrated teaching models, limitations related to sample size, context specificity, and self-reported data suggest cautious generalization. Future research should adopt mixed-method, longitudinal designs across diverse institutional contexts.