IMPROVING TEACHING IN HIGHER EDUCATION: EVIDENCE AND STRATEGIES FOR EFFECTIVE PRACTICE

The quality of university teaching is a strategic priority at both the national and international levels. The teaching strategies adopted by universities are a key element in enhancing the educational experience and combating phenomena such as early dropout and study delays. Despite the central role of the learning process in university courses, there is considerable heterogeneity in educational models and little consistency in the use of effective and innovative teaching methodologies, as well as difficulty in putting effective teaching into practice. This paper presents some of the results of a study conducted to highlight effective teaching strategies in higher education. Specifically, a scoping review was conducted to identify university teaching strategies informed by empirical evidence. The review was carried out with reference to the principles of Evidence Based Education (EBE), to highlight methodologies that have a measurable impact on learning effectiveness and thus provide university teachers with concrete tools to improve the quality of their teaching. The research work is part of the Quality and Innovation in Teaching Working Group at Sapienza University of Rome, which is responsible for teacher training at the university. The paper presents the results that emerged from the study, with a particular focus on the strategies identified through the meta-analyses included in the scoping review. Problem-based learning, investigated in four of the seven meta-analyses, is an effective strategy in academic education and in various disciplinary fields. PBL is a valid strategy for developing multiple skills, not only those related to problem solving, but also transferable skills and academic performance in various university courses. The reflections resulting from the research findings will contribute to a scientific discussion on innovative and effective teaching methodologies that can be used to promote the quality of teaching and the acquisition of skills for students entering the workforce.