Metodologías activas en educación superior: Implementación del aprendizaje colaborativo en universidades ecuatorianas

The objective of this study was to analyze the level of implementation of collaborative learning as an active methodology in Ecuadorian universities and its impact on academic performance and the development of generic competencies among higher education students. A mixed approach was used with a non-experimental cross-sectional design and descriptive-correlational scope; the sample consisted of 320 students and 48 teachers from four universities in the cities of Quito, Guayaquil, and Cuenca, selected through proportional stratified sampling. Data collection was carried out through a validated questionnaire with a Cronbach's Alpha coefficient of 0.87, complemented by semi-structured interviews with teachers and direct observation of academic sessions. The results showed that only 18.8% of teachers implement collaborative learning in a systematic and planned manner, while 43.7% do so occasionally or sporadically; a positive and statistically significant correlation was identified between the structured implementation of this methodology and academic performance (r = 0.71; p < 0.001), as well as substantial improvements in communication skills, critical thinking, and teamwork. It is concluded that, despite the institutional recognition of active methodologies within the Ecuadorian regulatory framework, formative, structural, and cultural barriers persist that limit their effective adoption, making a comprehensive pedagogical policy that articulates continuous teacher training with curriculum redesign oriented toward collaboration and active student participation a priority.