Active Methodologies in University Legal Education: Comparative Analysis with Traditional Methodology and Theoretical Support

Abstract

University legal education faces the challenge of responding to a social, professional, and academic context characterized by complexity and constant change. In this scenario, the persistence of traditional methodologies focused on the transmission of normative content proves insufficient for the training of competent professionals. This article aims to analyze the contribution of active methodologies in university legal education, contrasting them with traditional methodology and theoretically supporting their application. The study adopts a qualitative, theoretical-descriptive approach based on documentary analysis of specialized literature in higher education pedagogy. The results show that active methodologies, supported by approaches such as competency-based education, meaningful learning, constructivism, experiential learning, action research, and andragogy, promote student participation, the development of professional competencies, and meaningful learning. It is concluded that the systematic incorporation of active methodologies represents a relevant pedagogical alternative to overcome the limitations of the traditional model in legal education.