The Effectiveness of Active Methodologies in Developing  Professional Competencies in Higher Education:  A Bibliometric Analysis: Efectividad de las Metodologías Activas en el Desarrollo de Competencias Profesionales en la Educación Superior: Un Análisis Bibliométrico

Miguel ´ngel Zárate Yucra; Erland Williams Oropeza Velasquez; Alberto Fernández Ortega; Wilson Fernandez Ortega; Ricardo Williams Arapa Saavedra

doi:10.69128/isr.v3i3.46

Autores/as

Miguel Ángel Zárate Yucra Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca https://orcid.org/0009-0004-0351-7926
Erland Williams Oropeza Velasquez Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca https://orcid.org/0009-0003-4895-513X
Alberto Fernández Ortega Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca https://orcid.org/0009-0002-9532-8908
Wilson Fernández Ortega Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca https://orcid.org/0009-0006-2184-4511
Ricardo Arapa Saavedra Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca https://orcid.org/0009-0006-2076-0658

DOI:

https://doi.org/10.69128/isr.v3i3.46

Palabras clave:

Higher Education, Active Learning, Problem-Based Learning, TEMAC Approach, Scientometrics

Resumen

This study examines the conceptual evolution, intellectual framework, and relational scope of scientific literature dedicated to active learning methodologies and their impact on competency development in higher education. Guided by the integrated TEMAC framework, a knowledge audit was conducted on a refined corpus of 1,187 scientific articles indexed in the Scopus database between 2021 and 2026. The processing and mapping of bibliometric networks were managed using VOSviewer (versión 1.6.20) software. Semantic findings reveal that the current research agenda has moved past emergency technological adaptation to focus on Problem-Based Learning (PBL) and essential human dimensions such as student engagement, self-concept, and practical clinical skills. At the epistemological level, author co-citation analysis identifies a mature conceptual core grounded in theories of social constructivism and cognitive self-regulation (Bandura, Vygotsky, Zimmerman, and Kolb). Furthermore, bibliographic coupling and chronological analysis reflect an active and cohesive research front moving toward sustainable curricular co-design and the integration of disruptive digital dynamics.

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Biografía del autor/a

Miguel Ángel Zárate Yucra, Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca

Doctorante en Ciencias de la Educación en la Universidad San Francisco Xavier de Chuquisaca.

Citas

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