Significant learning: A look from the perspective of Higher Education Teachers

Abstract

The purpose of this research is to learn from the perspective of university professors how they define meaningful learning, its importance, and the strategies they implement so that students develop this dimension of learning in the subjects they teach in the universities where they work. The interpretative research paradigm was used, under a qualitative approach and non-probabilistic sampling through the snowball technique, data were collected through a survey applied to 526 higher education teachers. The findings affirm that the faculty has scientific and methodological mastery of meaningful learning. In addition, it was identified that they apply learning strategies that allow students to learn for life. Likewise, the pedagogical actions described are directed to the development of competencies, attitudes and values linked to the academic profiles of the careers the students are studying.