ACTIVE METHODOLOGIES IN PEDAGOGICAL PRACTICE AND THEIR RELATIONSHIP WITH THE SUSTAINABLE DEVELOPMENT GOALS
DOI:
https://doi.org/10.56219/dialctica.v3i30.6132Keywords:
active methodologies, educational sustainability, hermeneutics, teaching practice, Sustainable Development GoalsAbstract
The essay analyzes the relationship between active methodologies and the Sustainable Development Goals (SDGs) in school pedagogical practice, from a hermeneutic and dialectical approach. The objective is to understand how participatory, experiential, and collaborative strategies contribute to the development of sustainable awareness among students and to the transformation of teaching practice. The hermeneutic methodology made it possible to interpret the meanings attributed by various studies to the use of active methodologies such as project-based learning, gamification, and service-learning. The review results show that these methodologies foster motivation, creativity, and learning retention (Chang et al., 2025), while also strengthening civic, ethical, and environmental competencies (Banegas & Chalmeta, 2025). Likewise, the findings confirm the need for pedagogical reorientation toward inclusive, participatory, and culturally contextualized models (Cuervo et al., 2021). From a hermeneutic perspective, it is concluded that understanding the educational act involves interpreting practice as a space for dialogue and shared responsibility; and from a dialectical standpoint, that sustainability is achieved through the tension between theory and action. In summary, active methodologies represent a pathway to materialize the SDGs by promoting a critical, transformative education committed to social and environmental justice.
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