ACTIVE METHODOLOGIES IN ENGINEERING EDUCATION: AN INTEGRATIVE LITERATURE REVIEW

Abstract

This study presents an integrative literature review on active methodologies applied to Engineering education, considering national publications between 2016 and 2024. The objective was to identify teaching strategies adopted in Engineering programs and to understand how they contribute to the development of technical, cognitive, and socio-emotional competencies outlined in the National Curriculum Guidelines. A systematic search in indexed databases resulted in the selection of studies addressing Problem-Based Learning (PBL), Flipped Classroom, Gamification, Project-Based Learning, and Experience-Based Learning. The findings indicate that these methodologies foster student engagement, meaningful learning, and critical thinking development. However, challenges remain regarding pedagogical teacher training, traditional assessment culture, and the lack of longitudinal studies measuring professional impact. It is concluded that strengthening innovative approaches is essential to align Engineering education with contemporary demands for critical, reflective, and socially committed higher education.