Didactic strategies to enhance meaningful learning in higher education

Abstract

Currently, the majority of teachers strive to innovate various teaching-learning techniques in order to provide better learning opportunities to their students. For this reason, teachers must refine these skills so that students "learn how to learn." Teachers must adapt to different learning styles to meet the needs of students, generating meaningful learning and improving academic performance. With this in mind, the objective of the study was to analyze the didactic strategies that promote meaningful learning in higher education. To achieve this, an exploratory systematic review was conducted using the PRISMA methodology, utilizing Google Scholar, ScienceDirect, and Epistemonikos as sources of information for works published from 2019 to 2023. From this analysis, a connection was found between communication and information technologies in didactic strategies used to promote and/or generate meaningful learning, and sets of strategies focused on individualizing teaching. It is concluded that didactic strategies contribute to the development of activities in higher education, as they foster and improve learning through student experience via didactics focused on individualized teaching, which assist in group teaching centered on information presentation and collaborative work through schemes, concept maps, summaries, questions, analogies, feedback, glossaries, semantic networks, etc