Active Pedagogical Strategies in the Training of Civil Engineers: A Systematic Review

Abstract

 Civil engineering education for public works projects faces pedagogical and curricular challenges. Given this context, this study aims to analyze active pedagogical strategies in civil engineering education through a systematic review. Methodologically, this study employs a qualitative approach with a documentary research methodology based on the guidelines established by the PRISMA systematic review protocols. Nineteen research studies were selected for the sample. The results show that active methodologies improve academic performance. It is concluded that active strategies are superior, but their impact is contingent upon comprehensive curricular reforms that update the content.