Transformations in university teaching: from traditional teaching to active methodologies

Abstract

This article examines the criteria and foundations that support teaching competencies in the context of university education, understanding that teachers play a key role in the transformation of students, as the university constitutes a strategic space for the development of society. This institution, charged with training scientists and professionals, invites critical reflection on its own goals and the pedagogical methods used, as well as on the central role of teachers in improving educational quality. In this context, university teachers face multiple demands arising from their practice in higher education institutions, which demands a renewal of their approaches based on a new competency-based paradigm. This approach prioritizes lifelong learning, student-centered teaching, and an orientation toward self-education in a globalized environment. The methodology adopted in this analysis focuses on identifying and assessing a set of fundamental teaching competencies that articulate theoretical knowledge with reflective pedagogical practice. Consequently, the purpose of this contribution is to foster reflection on the need for universities to open spaces for training and academic debate on didactic knowledge and its connection to higher education, recognizing both the relevance of didactic theory in its development and the role of teachers as agents responsible for building quality teaching practices at the university level.