Using methodologies in the Political Science and International Relations classrooms in Spain: Views from instructors

Abstract

This paper highlights the classroom use of active methodologies in Political Science and International Relations in a Spanish setting. Using both surveys and in-depth interviews, it examines how extensively active methodologies are used in Spanish universities, what professors understand active methodologies to be, and how are they implemented in the classrooms. Most importantly, it seeks to understand the instructional transition made by professors that started off their professional careers as lecturers and, subsequently, decided they wanted to include active methodologies as a meaningful part of their courses. Results show an extensive use of active methodologies, although instructional choices are often made without prior pedagogical expertise, nor a proper evaluation of the student’s learning experience. We conclude with some suggestions on policy recommendations that would increase the quality of teaching and improve the learning outcomes in the classrooms.