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Active Learning Methodologies and Digital Technologies in the Bragança Polytechnic University
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Resumo(s)
Active learning methodologies have taken center stage during the COVID-19 pandemic. As a result, digital technologies have made it possible to support educational processes hitherto unknown to many teachers and students. This article therefore aims to understand the relationship between active learning meth-odologies and the use of digital technologies when implementing an active learning moment in the classroom (face-to-face or distance learning). The aim is therefore to see whether, in the current aca-demic year, teachers at the Bragança Polytechnic University (IPB) have started to use active learning methodologies and associated digital technologies more regularly. A case study was therefore car-ried out, based initially on a questionnaire survey of IPB teachers.The results reveal a variety of active methodologies used by teach-ers, indicating a diverse pedagogical approach. The importance of effective strategies to engage students and overcome challenges is highlighted, as is the need to develop digital skills among teachers. Despite the challenges, teachers recognize the importance of active student participation and perceive that adopting active methodol-ogies contributes to the development of relevant skills for the job market.
Descrição
Palavras-chave
Active learning methodologies Teaching and learning Post-pandemic Educational digital technologies
Contexto Educativo
Citação
Pinto, Liliana; Gonçalves, Vitor (2026). Active Learning Methodologies and Digital Technologies in the Bragança Polytechnic University. In 19th Iberian Conference on Information Systems and Technologies. Cham: Springer Nature. p. 704-709. ISBN 978-3-032-12879-9
Editora
Springer Nature