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

Area of Science:

• Neuroeducation
• Higher Education Pedagogy
• Instructional Design

Background:

• Active methodologies are recognized for enhancing higher education learning.
• These approaches involve motivational and self-regulatory processes linked to neurochemical functions (dopaminergic and serotonergic).
• A six-phase instructional design model is proposed within a neuroeducational framework.

Purpose of the Study:

• To examine the implementation of active methodologies in higher education.
• To interpret this implementation through a neuroeducational lens.
• To propose a six-phase instructional design model.

Main Methods:

• Qualitative, descriptive, and exploratory study.
• 10 university teachers participated at Andrés Bello University (UNAB).
• Data collected via focus groups, interviews, and field notes; analyzed using thematic analysis with triangulation.

Main Results:

• Implementation is a progressive process from uncertainty to mastery.
• Key emergent themes include: uncertainty, engagement, mentoring, adjustment, support, transfer, effort-reward balance, motivation, and personal impact.
• The process is experiential and evolving.

Conclusions:

• Implementing active methodologies is a dynamic process of motivation, regulation, and adaptation.
• Findings align with theoretical models of dopaminergic-serotonergic co-regulation.
• A process-oriented framework integrating pedagogical design and teacher experience is introduced for complex educational contexts.