Implementation of active methodologies: a six-phase instructional design model from a neuroeducational perspective

Active methodologies are widely recognized for their potential to enhance learning in higher education. From a neuroeducational perspective, these approaches involve motivational and self-regulatory processes that are theoretically associated with dopaminergic and serotonergic functioning. This study examines the implementation of these methodologies, proposing a six-phase instructional design model, interpreted through this neuroeducational framework.

A qualitative, descriptive, and exploratory study was conducted with 10 university teachers at Andrés Bello University (UNAB). Data were collected through focus groups, semi-structured interviews, and field notes, and analyzed using an iterative thematic analysis with triangulation across different data collection phases.

The results describe a progressive process moving from initial uncertainty to an increasing mastery of the instructional design. Across the phases, categories such as uncertainty, engagement with the challenge, close mentoring, adjustment and reconstruction, support regulation, teacher transfer, effort-reward balance, intrinsic motivation, and personal impact emerged, highlighting the experiential and evolving nature of implementation.

The findings suggest that implementing active methodologies is a dynamic process of motivation, regulation, and adaptation over time, which aligns with theoretical models of dopaminergic-serotonergic co-regulation. Ultimately, this study introduces a process-oriented framework that integrates pedagogical design and teacher experience, advancing to understand the implementation of active methodologies in complex educational contexts.