Teaching Methods for University Classrooms: A Narrative Review

Abstract The quality of teaching in higher education is a critical determinant of student learning, skill development, and graduate employability. As universities respond to growing demands for deeper learning and transferable competencies, traditional lecture-based instruction is increasingly complemented by a range of innovative pedagogical approaches. This narrative review synthesizes theoretical perspectives and empirical evidence on major teaching methods used in university classrooms, including lecture-based teaching, student-centered learning, problem-based learning, project-based learning, experiential learning, collaborative learning, outcome-based teaching, and blended/digital learning. Drawing on foundational and contemporary research, the review demonstrates that while lectures remain effective for transmitting foundational knowledge, active and learner-centered approaches consistently produce superior outcomes in student engagement, critical thinking, professional competence, and lifelong learning readiness. The findings suggest that effective university instruction requires a balanced and intentional integration of multiple pedagogical strategies aligned with learning objectives, student needs, and institutional goals. Keywords: Higher Education; Teaching Methods; Student-Centered Learning; Problem-Based Learning; Project-Based Learning; Experiential Learning; Collaborative Learning; Outcome-Based Teaching; Blended Learning; University Pedagogy