Аннотации:
Introduction: This study investigates higher education teachers’ perceptions of active
teaching methods—Case-Based Learning (CBL), Problem-Based Learning (PBL), and
Team-Based Learning (TBL)—and their integration with digital technologies. These
pedagogical strategies are crucial for fostering critical thinking, collaboration, and
problem-solving skills among students, especially in the digital age. Despite their
benefits, challenges such as resource limitations, time constraints, and insufficient
training hinder their implementation.
Methods: A mixed-methods approach was adopted, involving 104 educators
from various higher education institutions in Kazakhstan. Participants underwent
an eight-week training program consisting of 72 h of workshops, collaborative
activities, and self-paced learning. Pre- and post-training assessments measured
knowledge, confidence, and practical application of active teaching methods.
Surveys, feedback sessions, and peer evaluations provided qualitative and quantitative
insights into participants’ experiences and challenges.
Results: The training program significantly improved participants’ knowledge,
confidence, and ability to implement CBL, PBL, and TBL. Post-training assessments
showed a 4.2-point increase in confidence and practical application scores. Most
educators (66.35%) reported moderate adaptability of these methods to their current
educational programs, while 27.88% achieved high adaptability. Participants identified
resource limitations (43.27%) and time constraints (33.65%) as key challenges.
Problem-Based Learning (PBL) was preferred for fostering critical thinking and
problem-solving, with a majority (51.92%) favoring it over other methods. Digital
technologies, such as Moodle and augmented reality tools, enhanced teaching
effectiveness and student engagement.
Discussion: The findings highlight the transformative potential of active teaching
methods and digital integration in higher education. Educators across various
academic positions and institutions perceived these methods as highly effective,
aligning with the Diffusion of Innovations Theory. Challenges such as insufficient
resources and curriculum misalignment were significant barriers to broader adoption.
Continuous professional development, institutional support, and strategic resource
allocation are crucial for optimizing these methods’ impact.
