Metodologías activas y compromiso académico en educación superior tecnológica: un análisis multidimensional
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Abstract
Active methodologies gained increasing relevance in higher education due to their potential to strengthen student participation and improve learning processes. However, most previous studies have examined these methodologies and academic engagement separately or through predominantly descriptive approaches. This study analyzed the relationship between active methodologies and academic engagement from a multidimensional perspective in students from a technological higher education institution in Ecuador.
A quantitative, non-experimental, cross-sectional, and correlational design was applied. The sample consisted of 130 students from different technological higher education programs. Data were collected through a Likert-type questionnaire organized into dimensions associated with active methodologies and academic engagement. Statistical analyses included descriptive measures, reliability analysis, Spearman correlations, and multiple regression models.
The findings showed high levels of perceived use of active methodologies and academic engagement among participants. In addition, significant positive correlations were identified between all dimensions of active methodologies and the behavioral, cognitive, and emotional dimensions of academic engagement.
The study concludes that active methodologies are positively associated with academic engagement in higher technological education contexts. Likewise, the results highlight the importance of examining these relationships through multidimensional and methodologically rigorous approaches that allow a more precise understanding of student engagement processes.
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