Lubia del Carmen Zaldumbide López, Carlos Manuel Suarez Zaldumbide, Diana Zaldumbide López, Alfredo Stefano Alvarado Sánchez
This study addressed active didactics and innovative methodologies in teacher education, conceptualized as student-centered strategies that promoted participation, meaningful learning, and the development of pedagogical competencies in contemporary educational contexts. The general objective was to analyze the impact of these methodologies on teacher training in the Ecuadorian context, in order to determine their influence on competency development and the improvement of teaching-learning processes. The research was conducted under a quantitative approach with a non-experimental cross-sectional design, applying a structured survey to a sample of 120 teacher education students. The results showed that most participants had a high level of knowledge of active methodologies and positively perceived their implementation in the classroom. Likewise, strategies such as project-based learning, gamification, flipped classroom, and experiential learning had a significant impact on motivation, participation, and content understanding. In particular, experiential learning and project-based learning were the most valued due to their ability to integrate theory and practice. In conclusion, it was determined that active methodologies significantly contributed to strengthening teacher education, enhancing pedagogical competencies, and promoting a more dynamic and innovative educational process.