Methodological strategies in the learning of Agronomic Engineering in BICU: pedagogical perceptions and challenges
DOI:
https://doi.org/10.5377/wani.vi.23678Keywords:
higher education, teaching methods, vocational training, active learning, agronomyAbstract
The quality of learning in higher education is a permanent challenge, especially in technical programs that require the articulation of theoretical knowledge, practical skills, and contextualized professional competencies. This study analyzed the methodological strategies used in the learning process of Agronomic Engineering students at Bluefields Indian & Caribbean University (BICU), El Rama Regional University Center (CUR). The research was developed with a mixed approach of qualitative predominance, descriptive scope, and cross-sectional design. A total of 41 students, 3 teachers, and one academic-administrative informant participated through non-probabilistic convenience sampling, considering their direct link with the program during the study period. Questionnaires, a focus group, semi-structured interviews, classroom observation, and documentary review were applied, which allowed contrasting the perceptions of the educational actors with the pedagogical practices identified. The results showed a favorable assessment of field visits and applied practices; however, they also revealed limited methodological diversification, predominance of expository strategies, scarce use of educational technologies, and weak systematic articulation between theory and practice. Furthermore, teachers and students expressed willingness to strengthen active, contextualized methodologies aimed at the development of professional competencies. It is concluded that improving the training process in Agronomic Engineering requires strengthening teachers’ pedagogical training, diversifying teaching-learning strategies, and promoting didactic planning that is more coherent with the demands of the regional agricultural context.
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References
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