The Evolution of Didactic Strategies in the 21st Century: A Review of Innovative Approaches in Immersive Environments
DOI:
https://doi.org/10.56294/mr2024.101Keywords:
didactic strategies, educational innovation, immersive environments, educational technology, active methodologiesAbstract
Introduction: Didactic strategies have significantly evolved in the 21st century, driven by pedagogical shifts and technological advances. Among these, immersive environments offer new ways of active, visual, and multisensory learning that challenge traditional teaching structures. This article reviews innovative didactic approaches developed in educational contexts mediated by immersive technologies.
Methods: A narrative review of scientific literature published between 2018 and 2024 was conducted using databases such as Scopus, Springer, and peer-reviewed journals. The study analyzed theoretical models and practical experiences regarding the integration of active methodologies—such as PBL, gamification, and flipped classroom—in immersive virtual environments, with emphasis on school-level and hybrid settings.
Results: The reviewed studies highlight that implementing active methodologies in immersive environments enhances student engagement, promotes meaningful participation, and supports situated content comprehension. Additional benefits include the development of soft skills, peer collaboration, and personalized learning pathways. Major challenges involve teacher training, proper instructional design, and equitable access to technology.
Conclusions: Didactic strategies in immersive environments represent a significant shift in 21st-century educational practices. Their effective implementation requires pedagogical vision, teacher mediation, and policies that support innovation, inclusion, and sustainability. Further applied research and specialized teacher training in immersive pedagogy are strongly recommended.
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Copyright (c) 2024 Karina Elizabeth Amaguaña Jácome, Mónica Patricia Arcos Tomalá, Noemí Raquel Carvajal Mora, Lisbeth Katerine Escalante Rincon (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
