Prioritization of Educational Strategies in Metallurgy and Materials for Pedagogical Innovation through the Régnier's Abacus

Abstract

Pedagogical innovation in the teaching of metallurgy and materials is essential to improve educational quality and respond to the industrial and academic sectors. The implementation of effective educational strategies requires methodologies that promote active learning, the incorporation of information and communication technologies, and curricular updating. This work makes an approach to the prioritization of educational strategies in metallurgy and materials using a literature review, semi-structured interviews, and the application of the Régnier's abacus as a way of evaluating and reaching a consensus.

The results highlighted the need to incorporate active methodologies such as project-based learning and collaborative learning in virtual environments; this need also led to the conclusion of the need for teacher training and the integration of digital tools such as computer simulations and virtual laboratories, as well as the urgency to update metallurgy and materials curricula. While this work can provide information to the educational system for decision-making, it is clear that further research is needed to address the impact of these strategies or how they can be incorporated into different training contexts.