EXPLORING NEW TEACHING PARADIGMS: A SYSTEMATIC ANALYSIS OF UNIVERSITY CLASSROOM PRACTICES

Abstract

Innovative pedagogical practices have emerged worldwide to improve learning beyond traditional lectures. This systematic review synthesizes research on non‐traditional teaching methods in higher education (2015–2024) across regions, with a focus on the natural sciences. Following PRISMA guidelines, we searched major databases (Scopus, ERIC, JSTOR, Web of Science) using Boolean terms for active learning, flipped classrooms, problem/project‑based learning, gamification, AI tools, and online collaboration. Twenty‑five articles met the inclusion criteria after duplicate removal and screening. Thematic analysis categorized innovations into five practices. The flipped classroom (pre‐class content, active in‑class learning) and problem/project‐based learning (real problems, student teams) were widely reported to boost engagement and critical thinking. Gamification (game elements in learning) was found to enhance motivation and mastery. AI‑enabled tools (intelligent tutors, feedback systems, analytics) supported personalized learning and collaboration. Collaborative online learning leveraged social constructivism, improving knowledge co‑construction and digital teamwork skills. Across studies, innovative methods generally led to higher student engagement, skill development, and achievement than traditional lectures (e.g. ∼0.49 SD gain). However, instructors faced time, training, and technology challenges. Overall, constructivist frameworks underlie these practices: students actively build knowledge in authentic contexts. We discuss how these approaches compare with lectures, their benefits and barriers, and identify gaps (e.g. need for scalable training, longitudinal evidence). Findings offer insights for educators and policymakers on fostering effective, student‑centered teaching in higher education.