Título:
TEACHING METHOD INNOVATIONS AND THEIR IMPACT ON LEARNING IN HIGHER EDUCATION
ISBN:
978-9942-567-08-6
Cant. Páginas:
68
Resumen:
Teaching method innovations and their impact on learning in higher education
The shift from content-based instruction to competency-based education (CBE) marks a transformative moment in higher education, particularly for English language instruction. In this new paradigm, the focus moves beyond rote learning toward the development of real-world competencies—skills, knowledge, and attitudes mobilized contextually to solve problems and communicate effectively. The preface emphasizes how this transformation is especially urgent in Latin America and Ecuador, where higher education institutions face mounting pressures to align with global educational standards while addressing local developmental needs. English proficiency is framed not merely as a linguistic goal but as a vital tool for employability, academic mobility, and lifelong learning. As such, the book situates CBE as a strategic response to these challenges, aligning language education with broader societal and economic objectives.
CBE, as outlined in the preface, contrasts sharply with traditional teaching models. Rather than centering instruction around the passive transmission of knowledge, CBE foregrounds learner autonomy, authentic performance, and mastery of outcomes. Drawing on key scholars such as Andronache, Hymes, and Thiptadee, the authors argue that competencies are not static but dynamic configurations that must be applied and demonstrated in real-world scenarios. For English instruction, this involves integrating local and community-relevant content, which enhances student motivation and contextual understanding. Through this lens, language learning becomes more than acquiring grammar—it becomes an avenue for civic engagement, intercultural competence, and personal growth.
The preface also outlines the book’s structure, which is organized into four chapters that explore theory, practice, assessment, and localized implementation strategies. Chapter 1 lays the conceptual groundwork of CBE, focusing on the evolution of the term «competence» and how international standards like the CEFR inform curriculum design. Chapter 2 highlights innovative methodologies such as project-based learning and the use of AI and digital tools. Chapter 3 explores formative, performance-based assessment models, emphasizing feedback and alignment with curriculum goals. Finally, Chapter 4 presents practical strategies for applying CBE in Ecuadorian higher education, featuring case studies from institutions like Fundación Metropolitana that have embraced digital learning, international collaboration, and micro-credentialing.
Ultimately, the preface positions this volume as both a scholarly contribution and a practical guide for transforming English language teaching in higher education. It is intended for a wide audience—including educators, curriculum designers, policy makers, and administrators—who seek to foster relevant, inclusive, and performance-driven learning environments. By rooting English instruction in a competency-based framework, the book argues, educators can better equip students with the linguistic and communicative tools necessary for the demands of the 21st century. The adoption of CBE is not portrayed as a trend, but as an educational imperative to achieve equity, quality, and sustainability in language instruction across Latin America and beyond.
0 comentarios