Transformation of university pedagogy in contexts of global change: didactic, epistemological and formative challenges of the 21st century teacher.
DOI:
https://doi.org/10.70577/asce.v5i1.668Keywords:
Pedagogical transformation; Higher education; Didactic innovation; Meaningful learning; Complex problem solving; Teacher education; Global changeAbstract
Global change is reshaping innovation and pedagogical transformation in higher education. The growing complexity of social, educational, and technological challenges in the twenty-first century has generated new demands for rethinking pedagogical practices. In this context, the present article examines the didactic, epistemological, and professional development challenges faced by higher education faculty, positioning complex problem solving as a central axis for the systemic transformation of education. The study seeks to answer the following research question: How do innovative pedagogical practices influence students’ attention, meaningful learning, and holistic development? The study adopted a mixed-methods approach with a descriptive–analytical design. Quantitative data were collected through a structured questionnaire administered to higher education students, while qualitative data were obtained through open-ended questions aimed at capturing participants’ perceptions of instructional mediation and didactic strategies within the training process. Data analysis combined descriptive statistics and thematic analysis, ensuring the triangulation and robustness of the findings. The results indicate that instructional mediation grounded in active methodologies, the reflective use of emerging technologies, and the contextualization of content significantly enhance sustained attention and the construction of deep learning. Furthermore, the findings confirm that complex problem solving fosters critical thinking, knowledge transfer, and self-regulated learning, positioning it as a key component in the systemic transformation of university education. In this regard, the study provides empirical evidence supporting the need to reconfigure university teaching from an integrative perspective, aimed at preparing educators to design learning experiences that are relevant, critical, and aligned with the demands of global change
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Copyright (c) 2026 Elizabeth Margarita Baque Pin, Jefferson Roney Palma Mecias, Norma Lastenia Pazmiño, Rafael Adrián Saavedra Muñoz, Diana Dolores Velez Muñoz
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