Exploring the Practices and Strategies of Active Learning in Higher Education

Abstract

Active learning has gained increasing educational, and research interest. Active learning has a broad definition. This paper provides a comprehensive guide for instructors who aim to engage their students in the learning process. It examines the transition from passive to engaging approaches in higher education by examining active learning practices. It uses a mixed-methods approach in universities in the Arab area to collect data through surveys and interviews. The growth of communication skills, planning obstacles, and student engagement are highlighted in the qualitative findings. Active learning's effectiveness is dependent on increasing engagement, as demonstrated by a positive correlation between critical thinking and quantitative analysis conducted with SPSS. Time management and skill regulation are two difficulties. Successful implementation requires careful planning, alternative assessment, and continuous skill development. The study focuses on the significance of institutional support to assist teachers in reaping the benefits of active learning.