Innovative pedagogical practices in higher education: an integrative literature review

Background: Higher education teachers are increasingly challenged to adopt student-centered approaches. Aims: To determine the strategic guidelines which promote a conceptual change in higher education students, in the context of student-centered approaches to teaching. Methodology: Integrative literature review, using the PICO method, applied to the ERIC and EBSCO electronic databases. We analyzed 10 articles that were published between 2012 and 2016. Results: We identified four thematic categories: dissonance between concepts and approaches to teaching; mixed approaches with ICTs association; digital simulation; approaches employed in large classes. Conclusion: The use of new pedagogical practices promotes the involvement of students, improves critical and creative thinking, reduces apathy and contributes to peer-learning.