Innovative Teaching Methodologies and Their Impact on Educational Quality: A Case Study of Engineering Education at the Instituto Tecnológico Metropolitano in Medellín

Abstract

In Colombia, enhancing the quality of higher education is essential for regional development, yet persistent challenges continue to hinder progress This study aims to identify key drivers of educational improvement by examining the pedagogical experiences of faculty members at the Instituto Tecnológico Metropolitano (ITM) in Medellín. A qualitative research design was employed, featuring an exploratory and cross-sectional approach. Data were collected through in-depth interviews and focus groups, with validation conducted through expert judgment to ensure the reliability of the instruments. Analytical techniques included triangulation, axial coding, and conceptual categorization using ATLAS.ti. Drawing on the analysis of more than 272 coded mentions, the findings highlight four primary factors influencing educational quality: teaching (97 mentions), learning (71), didactics (19), and pedagogy (16). Notably, the implementation of innovative teaching methodologies at the ITM has had a positive impact on both student performance and satisfaction. Among the most effective strategies, Project-Based Learning (PBL) emerged as particularly impactful, increasing students’ problem-solving skills by 35%. Likewise, the use of educational technologies led to a 28% rise in student participation and motivation, while the integration of continuous assessment practices contributed to a 22% improvement in academic performance. These results align with recent research emphasizing the positive effects of PBL and educational technologies in higher education. For instance, PBL has been shown to significantly enhance learning at the university level. Additionally, the integration of digital tools is often associated with increased student engagement and more active participation. In conclusion, the present study reinforces the need for institutional and public policies that actively support the adoption of innovative teaching approaches in higher education. Nonetheless, it is essential to acknowledge certain limitations, particularly the relatively small sample size and the variability in how methodologies are implemented. Looking ahead, future research should conduct longitudinal and comparative studies across diverse academic contexts to gain a deeper understanding of how these strategies impact teaching and learning processes.