A Systematic Review of Innovative Approaches in Theoretical Education of Occupational Therapy in the 21st Century

Abstract

Objective Occupational therapy education is rapidly evolving as shifting healthcare demands and digital innovation challenge traditional theory-based teaching. Increasing role complexity and the need for evidence-based reasoning have accelerated the adoption of adaptive technology-supported pedagogies that strengthen critical thinking and improve knowledge transfer. This review synthesizes the literature on innovative teaching methods for undergraduate occupational therapy students, identifying key 21st-century approaches, their impact on learning and clinical reasoning, and implications for teaching practice and research. Methods A systematic search of PubMed, Scopus, Web of Science (ISI), and Cochrane Library (2000–February 2026), supplemented with Google Scholar grey literature, was conducted following PRISMA guidelines. Results A total of 2153 records were screened. Thirty‑three studies highlighted the value of simulation, active learning, blended learning, flipped classrooms, and experiential learning in enhancing the engagement and application of theoretical concepts. Interprofessional education supported collaborative skills, whereas structured reflection strengthened clinical reasoning. Several studies have focused on educators rather than students, revealing gaps in learner-centered evidence. Conclusion Innovative approaches grounded in constructivist, experiential, and situated learning frameworks improve conceptual understanding, engagement, and reasoning, especially when paired with authentic context and reflection. However, limited articulation of learning mechanisms and inconsistent outcome evaluations hinder cumulative evidence. Future curriculum designs should align pedagogical innovations with explicit theoretical foundations and employ distinct measures of learning and transfer.