PEDAGOGICAL INNOVATION THROUGH ACTIVE METHODOLOGIES AND NANOTECHNOLOGY: INTERDISCIPLINARY STRATEGIES FOR THE TRANSFORMATION OF THE TEACHING-LEARNING PROCESS

Abstract

The increasing complexity of scientific, technological, and social demands in the 21st century has required the reconfiguration of educational practices and the adoption of innovative pedagogical strategies capable of promoting meaningful learning and comprehensive education. In this context, the present study aimed to analyze how the articulation between active methodologies and nanotechnology, from an interdisciplinary perspective, can contribute to the transformation of the teaching-learning process. This is a systematic literature review with a qualitative and descriptive-analytical approach, based on publications indexed between 2021 and 2026 in national and international databases. Descriptors related to pedagogical innovation, active methodologies, interdisciplinarity, and nanotechnology were used, with previously defined inclusion and exclusion criteria. The results showed that active methodologies, such as project-based learning, Team Based Learning, maker culture, and structured instructional design, promote greater student protagonism, development of critical skills, and integration between theory and practice. Interdisciplinarity proved to be a central element in consolidating these strategies, fostering connections among different fields of knowledge around real and socially relevant problems. Regarding nanotechnology, the analyzed studies indicate that its curricular integration, when associated with active approaches, enhances scientific training, innovation, and ethical reflection on emerging technologies. It is concluded that pedagogical innovation supported by active methodologies and the integration of nanotechnology contributes to a more dynamic, critical, and 21st-century-aligned education, strengthening interdisciplinary education and the development of techno-scientific competencies.