Motivation and active learning in higher education through the implementation of innovative pedagogical strategies

Abstract

This article systematizes the implementation of innovative pedagogical strategies within the "Integrador IV: Role Performance" curricular component, analyzing its impact on intrinsic motivation and active learning. Aligned with the National Education Strategy "Blessings and Victories," the study generates practice-based knowledge to consolidate the professional profile in Education Administration. Using a qualitative approach and the Systematization of Experiences methodology, 34 students and five faculty members participated. Data collection included focus groups, semi-structured interviews, and documentary analysis of the Action Guidance Base (BOA) and assessment instruments, processed through thematic and interpretative analysis. The results reveal that integrating methods such as Project-Based Learning (PBL) and the flipped classroom fostered meaningful learning. School visits and real-world role-playing were identified as the highest motivational factors, enabling an effective connection between theory and practice. This strengthened both generic research competencies and specific educational management skills. In conclusion, the experience validates "Integrador IV" as a transformative axis that enhances student autonomy through direct contact with the labor field. The application of these strategies not only improves educational quality but also contributes to full human development, proving that pedagogical innovation is essential for the success of integrative curricular models in contemporary higher education.