Application of high-impact learning methodologies in Language, Communication, and Arts courses

Abstract

This article examines the pedagogical practices adopted by educators in the fields of Language, Communication, and Arts. The significance of this study lies in the necessity to understand teaching practices as a central element in enhancing student engagement and knowledge construction within these domains. The research question investigated was: How do the methodologies adopted by educators foster meaningful learning among students in the courses of Language, Communication, and Arts? The qualitative and exploratory research was conducted with three educators representing the areas of Arts (D01), Language (D02), and Communication (D03). Data were collected through semi-structured interviews, supplemented by direct observations in classes taught by the participants. Content analysis facilitated the categorization of methodological practices and the assessment of their relationship with learning processes. The results indicated that educators employed diverse approaches, such as practical activities in Arts, debates in Language, and interactive technological tools in Communication. While these methodologies were effective in promoting active participation, they faced challenges such as resource limitations and the need for greater adaptation to students' specificities. Key considerations highlight the importance of ongoing professional development for educators and the implementation of interdisciplinary practices that foster meaningful learning. The study acknowledges the limitation of analyzing a small number of participants but contributes to the discourse on pedagogical innovation in the social sciences and humanities.