Active Learning Strategies for the Electrical Engineering Degree Program at the Universidad De La República, Uruguay

The research focuses on examining teaching proposals that promote active learning (AL) in the Electrical Engineering degree program (EEDP) at the Faculty of Engineering (FI) of Universidad de la República. It aims to identify and characterize these proposals, their strengths and weaknesses, and explore opportunities for their development and sustainability. This work is part of an ongoing doctoral thesis on innovative teaching strategies for engineering education. Six EEDP courses were analyzed using texts provided by teachers, non-participant classroom observations, and interviews with teachers and students. The research questions focus on the goals and characteristics of the implemented AL methodologies, strengths and weaknesses perceived by teachers, and positive and negative aspects highlighted by students. The findings revealed shared features, such as enhancing competencies, strategies, and skills, and promoting student interaction through collaborative learning. Teachers and students appreciated these proposals, with teachers emphasizing the importance of institutional support and forming teaching teams for development and sustainability. Students recognized the challenges involved while valuing the opportunity to apply knowledge in practical contexts. The enduring experiences were recognized by an appropriate teacher-student ratio and required significant dedication from both parties. Latin American public universities face obstacles in transforming teaching practices due to limited resources related to student numbers. Thus, strategic curriculum incorporating AL initiatives at specific stages becomes crucial. This planning fosters relevant skills development, strengthens student-teacher relationships, and reduces dropout rates.