Erika Germania Herrera-Irazábal, Eliana María Macías-Moreira, Mariuxi Vinueza-Morales
Higher education currently faces the challenge of transforming teaching and learning processes in response to innovative approaches. In this regard, the aim of this research is to analyse the use of active methodologies and their relationship with educational innovation among university students. Methodologically, a systematic literature review was conducted using the PRISMA model. The information search was conducted in academic databases such as Scopus, Scielo, Redalyc, Dialnet and Google Scholar, initially identifying 25 studies published between 2020 and 2025; following the application of inclusion and exclusion criteria, 14 studies were selected. The results showed that active methodologies such as problem-based learning, collaborative learning, gamification, virtual simulators and the flipped classroom significantly enhance learning and develop fundamental skills such as motivation, student participation, critical thinking and autonomy. A direct relationship was also identified between the use of such methodologies and educational innovation linked to the transformation of traditional teaching practices. It is concluded that active methodologies constitute an effective approach to improving the quality of higher education, and that various contextual factors must be taken into account for their implementation.