Integration of active and differentiated strategies considering learning styles in technical dental training
DOI:
https://doi.org/10.53382/issn.2810-7977.38Keywords:
Learning styles, Universal Design for Learning, active strategies, inclusive education, VARKAbstract
This teaching innovation project aimed to incorporate active and differentiated pedagogical strategies based on the learning styles of first-year students of the Dental Technician program at CFT Santo Tomás, Curicó campus. Using the VARK questionnaire, learning preferences were diagnosed, and strategies were designed according to the principles of Universal Design for Learning (UDL), promoting accessibility and flexibility. An educational audiobook was implemented as a complementary resource in the Preclinical Workshop module to enhance auditory comprehension and motivation. Results showed an average improvement between 0.5 and 1.0 points in post-intervention evaluations and a highly positive perception from students, highlighting the usefulness of the resource and suggesting visual materials as reinforcement. The project reaffirms the effectiveness of inclusive and differentiated approaches to enhance participation and academic performance in higher technical education.
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