Didactic Innovation and Meaningful Learning: Evidence-Based Strategies for Teacher Education

Abstract

Didactic innovation is established as a key component in the transformation of contemporary educational systems, particularly in contexts characterised by rapid social, technological, and cultural changes. In this scenario, teacher education faces the challenge of moving beyond traditional teaching approaches to incorporate pedagogical strategies centred on the learner and aimed at developing meaningful learning. Meaningful learning becomes especially relevant as it facilitates the integration of new knowledge with prior understanding, promoting deep comprehension and the transfer of learning to diverse educational contexts. The study focuses on the systematic analysis of didactic innovation strategies associated with the enhancement of meaningful learning in teacher education. To this end, a descriptive and analytical design is adopted, based on the analysis of academic publications and following the guidelines of the PRISMA method. The findings indicate that didactic innovation, conceived as an intentional and reflective process, directs pedagogical practices towards models focused on comprehension, active participation, and the improvement of educational quality.