INNOVATIVE TEACHING METHODS AND THEIR RELATIONSHIP WITH THE PSYCHOLOGICAL WELL-BEING OF UNIVERSITY STUDENTS: COMPARATIVE ANALYSIS IN FACE-TO-FACE AND VIRTUAL ENVIRONMENTS

Abstract

This study explores the relationship between innovative teaching methods and the psychological well-being of university students in face-to-face and virtual contexts. Through a quantitative-comparative approach, 420 students from three Latin American universities were surveyed who experienced active methodologies such as project-based learning (PBL), gamification and flipped classroom. The Ryff psychological well-being scale (reduced version) and multivariate statistical analysis were used to compare environments. The results show that innovative methods have a significant positive correlation with psychological well-being in both contexts, being slightly higher in face-to-face environments. However, in the virtual environment, flexibility and autonomy also contribute to well-being, although limitations in social interaction are identified. The study offers implications for post-pandemic pedagogical design, suggesting the integration of hybrid strategies that prioritize student well-being.