Systematic review: design and planning of didactic sessions in higher education
DOI:
https://doi.org/10.5281/zenodo.15530660Keywords:
education, design, planningAbstract
Recent research has highlighted key approaches to the design and planning of teaching sessions in higher education. This study conducted a systematic review of the Scopus database to identify and analyze the most relevant and effective strategies, focusing on innovative practices and their impact on learning. From an initial search of 44 papers, 13 were selected using inclusion and exclusion criteria. The results revealed a significant evolution in teaching planning, underscoring the importance of integrating flexible pedagogical models, emerging technologies, and a culturally contextualized approach. However, a persistent dissonance was evident between faculty members' theoretical conceptions and their classroom practices. In conclusion, the most effective practices combine pedagogical theory, technological innovation, ongoing teacher training, and active student engagement, thus promoting more meaningful learning adapted to the current needs of higher education.
Downloads
References
Akhmetzhanova, G. V., y Emelyanova, T. V. (2021). Implementation of the Stage-Gate Model in Project Activities in the Innovative Thinking Formation of Future Teachers. Smart Innovation, Systems and Technologies, 227, 119-127. https://doi.org/10.1007/978-981-16-0953-4_11
Andargeery, S. Y., Bahri, H. A., Alhalwani, R. A., Alahmedi, S. H., y Ali, W. H. (2024). Using a flipped teaching strategy in undergraduate nursing education: Students’ perceptions and performance. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05749-9
Atkinson, M., y Bregazzi, R. (2022). Planning for classroom teaching. South Sudan Medical Journal, 15(4), 152-155. https://doi.org/10.4314/ssmj.v15i4.7
Awaah, F. (2025). Theory of higher education learning. Asian Education and Development Studies, 14(1), 1-18. https://doi.org/10.1108/AEDS-07-2024-0145
Baig, M. I., y Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00430-5
Barbier, É., y Colognesi, S. (2024). Les pratiques préconisées en formation pour faire la classe interviennent-elles dans les planifications des futurs enseignants de français? Canadian Journal of Education, 47(1), 113-148. https://doi.org/10.53967/cje-rce.5601
Bazán-Ramírez, A., Capa-Luque, W., Chávez-Nava, R., Dávila-Navarro, M. C., Ango-Aguilar, H., Hervias-Guerra, E., y Bello-Vidal, C. (2024). Self-assessment of didactic performance of psychology and education professors in Mexico and Peru. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1499598
Ben-Chayim, A., Reychav, I., McHaney, R., y Offir, B. (2020). Mediating teacher for distance teaching and learning model: An exploration. Education and Information Technologies, 25(1), 105-140. https://doi.org/10.1007/s10639-019-09938-8
Carrera, P. N. M., Alencastre, J. L. A., Parra, E. F. T., y Rodas, G. C. A. (2024). Exploring the Use of Technological Tools to Enhance Collaborative Learning in Higher Education Institutions. Pakistan Journal of Life and Social Sciences, 22(2), 574-589. https://doi.org/10.57239/PJLSS-2024-22.2.0042
Carriazo Diaz, C., Perez Reyes, M., y Gaviria Bustamante, K. (2020). Educational planning as a fundamental tool for quality education. Utopia y Praxis Latinoamericana, 25(3), 87-95. https://doi.org/10.5281/zenodo.3907048
Carvajal-Ortiz, L., Florian-Gaviria, B., y Diaz, J. F. (2019). Models, methods and software prototype to support the design, evaluation, and analysis in the curriculum management of competency-based for higher education. Proceedings - 2019 45th Latin American Computing Conference, CLEI 2019. https://doi.org/10.1109/CLEI47609.2019.235114
Clarke, J. (2018). Resource-based learning for higher and continuing education. Routledge, 211. https://doi.org/10.4324/9780429445729
Cruz Meza, M. E., Vazquez Álvarez, G., y Guzmán Flores, J. P. (2023). Adaptation of the Assessment Plan in Learning Units in the Face-to-Face Educational Modality Towards Technology-Mediated Learning Assessment Using John Biggs’ Taxonomy. Internacional institute of informatics and systemics, 322-329. https://doi.org/10.54808/CISCI2023.01.322
De La Serna-Tuya, A. S., Salgado-Gutierrez, D., Ochoa-Garcia, J., Mora-Lopez, A. F., y Garcia-Bejar, L. (2020). Digital Tools for virtual courses for university teachers affected by COVID-19. Proceedings - 10th International Conference on Virtual Campus, JICV 2020. https://doi.org/10.1109/JICV51605.2020.9375698
Dick, N., Brahm, N., Bui, T., Li, Y., Melincavage, S., Wang, X., Xu, L., y Asher, J. (2022). A Transformative Approach to Collaborative Learning for Higher Education. International Journal of Learning in Higher Education, 29(2), 189-205. https://doi.org/10.18848/2327-7955/CGP/V29I02/189-205
Guerra-Reyes, F., Basantes-Andrade, A., Naranjo-Toro, M., y Guerra-Dávila, E. (2022). Didactic models in higher education: From professors’ conceptions towards didactic ecologies. Formacion Universitaria, 15(6), 11-22. Scopus. https://doi.org/10.4067/S0718-50062022000600011
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., y Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750-1765. https://doi.org/10.1111/bjet.13212
Hari Rajan, M., Herbert, C., y Polly, P. (2025). A synthetic review of learning theories, elements and virtual environment simulation types to improve learning within higher education. Thinking Skills and Creativity, 56. https://doi.org/10.1016/j.tsc.2024.101732
Harilal, C., Sokhela, C., y Van Der Walt, M. (2024). Optimising Instructional Design Strategies to Mitigate Cognitive Overload. 75-83. https://www.researchgate.net/publication/386074970_Optimising_Instructional_Design_Strategies_to_Mitigate_Cognitive_Overload
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28. https://doi.org/10.1016/j.lcsi.2020.100437
Jia, Y., y Qi, R. (2023). Influence of an Immersive Virtual Environment on Learning Effect and Learning Experience. International Journal of Emerging Technologies in Learning, 18(6), 83-95. https://doi.org/10.3991/ijet.v18i06.37815
Kwon, O. Y. (2021). Flipped learning: An alternative pedagogical approach in the untact age. Journal of Exercise Rehabilitation, 17(4), 22-225. https://doi.org/10.12965/jer.2142296.148
Lazarinis, F., Panagiotakopoulos, T., Armakolas, S., Vonitsanos, G., Iatrellis, O., y Kameas, A. (2025). A Blended Learning Course to Support Innovative Online Teaching in Higher Education. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.12820
Lee, V. W. Y., Hodgson, P., Chan, C.-S., Fong, A., y Cheung, S. W. L. (2020). Optimising the learning process with immersive virtual reality and non-immersive virtual reality in an educational environment. International Journal of Mobile Learning and Organisation, 14(1), 21-35. https://doi.org/10.1504/IJMLO.2020.103908
Mansor, M., y Nasir, N. M. (2024). Parent perspectives: Involvement, concerns, and support regarding flipped learning. Flipped Classrooms and Learning: Perspectives, Opportunities and Challenges, 132-141. https://novapublishers.com/shop/flipped-classrooms-and-learning-perspectives-opportunities-and-challenges/
Mazza, B., y Valentini, E. (2024). The Quid Sapienza model: Methods, tools and quality in the innovation of university teaching 4.0. International conference on higher education advances, 866-873. https://doi.org/10.4995/HEAd24.2024.17218
Mora, V. I. C., Paguay, A. R. M., Salinas, H. A., y Reinoso, G. G. L. (2024). Virtual reality in the university classroom: experiences, challenges and opportunities for teaching in higher education. Revista de Gestao Social e Ambiental, 18(8). https://doi.org/10.24857/rgsa.v18n8-073
Moreno, M. S., y Martínez, A. M. (2022). Analysis of the Flipped Classroom Model as a Proposal for Teaching Innovation. Journal of Higher Education Theory and Practice, 22(10), 30-37. Scopus. https://doi.org/10.33423/jhetp.v22i10.5385
Muñoz-Pére, S. (2023). Group dynamics: A strategy for meaningful learning at the university. Human Review. International Humanities Review / Revista Internacional de Humanidades, 16(3). https://doi.org/10.37467/revhuman.v12.4656
Nicmane, L. T., y Baltusite, R. (2022). Evaluation of listening as teachers communicative ability in the context of mediation. International Scientific Conference, 37, 322-327. https://doi.org/10.22616/rrd.28.2022.046
Oigara, J. N. (2024). Exploring the use of virtual reality headsets as a learning tool for classroom instruction. Virtual Technology Innovations in Education, 153-179. https://doi.org/10.4018/979-8-3693-6030-9.ch006
Porkodi, S., Saranya, R., Sultana, A., y Mittal, P. (2023). Assessing the Impact of Collaborative Learning Practices on Competency Development in Entrepreneurship Program: A Study of Higher Education Students in Delhi NCR Region of India. Journal of Information and Knowledge Management, 22(5). https://doi.org/10.1142/S0219649223500211
Prieto-Prieto, J., Cruz-Rodríguez, J., García-Riaza, B., y Hernández-Serrano, M. J. (2024). Competences Expected and Gained during the Teaching Practicum: Analysis of Three Competence Areas Affected during the Pandemic. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010088
Ruiz Alzate, L., y Roncancio Moreno, M. (2023). Promotion of Self-Regulated Learning Virtually Mediated in Higher Education. Revista Guillermo de Ockham, 21(2). https://doi.org/10.21500/22563202.5856
Salgado-Gutierrez, D., De La Serna-Tuya, A. S., Mora-Lopez, A. F., Ochoa-Garcia, J., y Garcia-Bejar, L. (2020). Instructional Design for virtual courses for university teachers affected by COVID-19. Proceedings - 10th International Conference on Virtual Campus, JICV 2020. https://doi.org/10.1109/JICV51605.2020.9375676
Shukshina, T. I., y Kasko, Z. A. (2019). Demonstration of a model training session as a method of improving the didactic training of a future teacher (on the example of the All-Russian Olympiad «I am a professional»). Perspektivy Nauki i Obrazovania, 41(5), 482-491. https://doi.org/10.32744/pse.2019.5.34
Tavares, R. S., Angulo-Meza, L., y Sant’Anna, A. P. (2021). A proposed multistage evaluation approach for Higher Education Institutions based on network Data envelopment analysis: A Brazilian experience. Evaluation and Program Planning, 89. https://doi.org/10.1016/j.evalprogplan.2021.101984
Terro, M. J., Soliman, A. M., y Angell, J. (2021). Taxonomy of tertiary education campus planning. Journal of Architecture and Urbanism, 45(1), 19-37. https://doi.org/10.3846/jau.2021.13514
Xie, J., Gulinna, A., y Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70-87. https://doi.org/10.1080/01587919.2020.1869526
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
