Improving higher education teaching: introduction of active learning methodologies in behavioral sciences

Background. The current curricula allow to overcome the traditional division between theory and practice in higher education teaching, artificial in formative terms. For this integration to be effective in the classroom dynamic, activities are required that effectively integrate theoretical knowledge with skills and abilities and that stimulate the independent work of the student. Objectives/hypotheses. This study focuses on analysing the satisfaction and subjective perception of achievement of competencies of university students after the implementation of active learning methodologies in a subject focused on physiological aspects of behaviour. Method. Active learning methodologies were implemented for 54 students (mean age: 24.17 years), including an experiment in the classroom, the case method, the development of gamification strategies and the strengthening of constructive alignment. At the end of the course, a satisfaction questionnaire was administered to the students. Results. The learning methodology was one of the aspects most highly valued by the students, followed by learning outcomes and, to a lesser extent, the acquisition of competences. Conclusions. The implementation of innovative learning methodologies in the university environment has been satisfactory for the students, to a different extent depending on the aspect considered.