Effective teaching strategies at university: a scoping review

Abstract

The effectiveness of the teaching process in the university context is a strategic priority in order to combat dropout and delay in studies and enhance the quality of higher education. However, the variety of teaching methodologies adopted in national and international universities reflects both the multiple forms through which learning is promoted and the difficulty of identifying the most effective teaching strategies in the field of university education. In this context, the Evidence Informed Education approach can provide a fundamental theoretical and research paradigm to guide teaching practice and educational policy orientation towards promoting the dissemination of teaching strategies that have a measurable impact on university students' learning, promoting the acquisition of the knowledge and skills necessary for the world of work. The study presents the results of a scoping review conducted with the aim of identifying, based on the scientific literature on the subject, effective teaching strategies in academic education. The review process identified 35 contributions, including meta-analyses, systematic reviews, and empirical studies, which investigated various teaching strategies in scientific and disciplinary areas such as health, science and technology, humanities and social sciences, across these areas or in the context of teacher training. The research results highlight the positive impact, in all scientific-disciplinary areas, of active, participatory, collaborative teaching strategies, supported in some cases by the use of digital tools, in promoting not only the academic performance of university students, but also the development of transversal skills that are fundamental for their preparation for the world of work.