Emerging Teaching Practices in Higher Education: A Systematic Review of the Literature (2018-2022)

Authors

DOI:

https://doi.org/10.48163/rseus.2023.11111-35

Keywords:

Emerging teaching practices, Higher education, Emerging educational technologies, Systematic review, Emerging teachers

Abstract

This systematic review examined trends in emerging teaching practices in higher education during the period 2018-2022, and the influence of emerging educational technologies on innovative pedagogical approaches. A predominance of student-centered approaches, such as project-based learning, flipped learning, and collaborative learning, was found compared to the adoption of emerging technologies. While educational technologies have had limited influence, opportunities and challenges in implementing these practices in different contexts and disciplines are highlighted. Overall, this review provides valuable insights for educators and policymakers, emphasizing the importance of student-centered pedagogical approaches and the need for effective implementation of innovative technologies in higher education.

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Author Biography

Roberto José Muñoz Mújica, University of Guanajuato

Roberto José Muñoz Mújica is a specialist in the field of online distance education, PhD in Educational Technology and Master in Virtual Learning Environments. He has held various roles at the University of Guanajuato, including Head of the Department of Distance Education and Head of the University System of Educational Multimodality. Today, he contributes to the university's Digital Education System.

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Published

2023-10-06

How to Cite

Muñoz Mújica, R. J. (2023). Emerging Teaching Practices in Higher Education: A Systematic Review of the Literature (2018-2022). Revista Sudamericana De Educación, Universidad Y Sociedad, 11(1), 11–35. https://doi.org/10.48163/rseus.2023.11111-35

Issue

Vol. 11 No. 1 (2023): Español

Section

Artículos

License

Copyright (c) 2023 Roberto José Muñoz Mújica

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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