Teaching to Transform: Active Methodologies and Gamification as a Pedagogical Architecture for Teacher Education and Classroom Learning

Abstract

This article examines how active methodologies and gamification can be understood as a pedagogical architecture that connects teacher education and learning processes in the classroom, in response to the limitations of teaching models centered on content transmission. The main objective is to analyze how these approaches, when intentionally and coherently integrated, contribute to the reorganization of pedagogical practices and to the promotion of more meaningful learning experiences. The theoretical framework is grounded in concepts of experiential learning, mediated teaching, pedagogical innovation, and national and international educational guidelines related to teacher education and the pedagogical use of technologies. Methodologically, the study adopts a qualitative, theoretical-analytical approach, based on a bibliographic review and documentary analysis of academic literature and normative documents. The findings indicate that active methodologies and gamification enhance student engagement, strengthen teacher mediation, and support the integration of theory, practice, and assessment when embedded within a structured pedagogical organization. It is concluded that these approaches, when conceived as elements of a pedagogical architecture, contribute to the improvement of teacher education and teaching and learning processes, offering relevant theoretical contributions to the educational field and to the advancement of formative policies and pedagogical practices.