Chapter 4 - Active Methodological Impact on Teaching Practices at CBTis 026, 091, and 270 in Mexico

Introduction: The New Mexican School (NEM) aims to ensure a comprehensive education. In this process, teachers play a fundamental role, extending beyond the classroom into the community. Therefore, this study seeks to analyze the impact and relevance of active methodologies (AMs) in Upper Secondary Education (EMS). Objective: To analyze the use and impact of active methodologies in teaching practices at CBTis 026, 091, and 270, in order to understand the educational and social work promoted by the NEM. Methodology: The scope of this research in both descriptive and correlational, utilizing mixed-methods approach, based on the collection and analysis of quantitative and qualitative data through the use of a questionnaire and peer interview. Results: 92.7% of teachers have implemented AMs, contributing to the NEM guidelines. The most frequently applied methodology was Project-Based Learning (PBL), with a 65.2% adoption rate, which also aligned with the methodology yielding the best results at 54.3%. However, a lack of familiarity with these methodologies was observed, leading to feelings of sadness, anxiety, confusion, fear, rejection, and dissatisfaction among some educators. Conclusion: The results indicate that teachers apply AMs and provide students with the tools to identify problems in their environment and develop solutions through projects that extend into the community.