Active pedagogy and comprehensive student development: an integrative hermeneutic review and five-category interpretive model
This study examines how active pedagogical methodologies contribute to students’ comprehensive development across cognitive, affective, social, ethical, and practical dimensions, extending the analysis beyond academic performance outcomes. A qualitative integrative hermeneutic review was conducted using a corpus of 42 scholarly sources retrieved from Scopus, Web of Science, ERIC, SciELO, and Redalyc, supplemented by recognized theoretical monographs. The study followed a transparent documentary selection protocol—including contextual reading, thematic categorization, theoretical triangulation, interpretive synthesis, and qualitative appraisal—without claiming systematic-review compliance or meta-analytic status. Analysis of the 42-source corpus identifies five interrelated developmental categories produced by active pedagogy: cognitive, affective, social, ethical, and practical. Methodologies including project-based learning, service-learning, cooperative learning, flipped classroom, and self-directed learning contribute to comprehensive student formation when sustained by pedagogical scaffolding, assessment coherence, teacher preparation, and institutional capacity. Effects are conditional rather than automatic, and implementation risks—including student anxiety, inequality reproduction, and institutional constraint—are documented across categories. The study proposes an original five-category interpretive model that articulates dispersed theoretical and empirical contributions into a middle-range analytical framework for active pedagogy, integrating self-determination theory, experiential learning, transformative learning, and communities of practice within a single interpretive architecture. The model offers an operational basis for curriculum design, teacher professional development, and institutional quality assessment in higher education. For Latin American and Ecuadorian contexts specifically, active pedagogy should be implemented as situated curricular design embedded in structures of equity, interculturality, and democratic participation—not as isolated classroom innovation.