Pedagogical and Andragogical Integration in Mathematics, Statistics, and Physics in Higher Education
DOI:
https://doi.org/10.63969/9snjcy73Abstract
This study aims to analyze the integration of pedagogical and andragogical approaches in the teaching of complex subjects such as mathematics, statistics, and physics in higher education. These disciplines represent one of the main challenges in university settings due to their high level of abstraction, cognitive demands, and logical reasoning requirements, often resulting in learning difficulties, low academic performance, and, in some cases, student dropout. Through a narrative literature review, the study examines the theoretical foundations supporting both approaches, as well as the most commonly used teaching strategies in higher education contexts. The findings show that the articulation of pedagogy and andragogy enables more dynamic, participatory, and contextualized teaching processes, promoting meaningful learning and the development of analytical skills. It is concluded that integrating these approaches represents a relevant alternative to address contemporary educational demands and improve learning outcomes in complex subjects.
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Copyright (c) 2026 José Aníbal Angulo De León, Andrea Carolina Benítez Barro, Erick Daniel Rivera Quiñonez, María Gabriela Zambrano Álvarez (Autor/a)
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