ACTIVE METHODOLOGIES IN THE TEACHING-LEARNING PROCESS AND THEIR IMPACT ON THE DEVELOPMENT OF STUDENTS’ INTELLECTUAL SKILLS IN PRIMARY SCHOOLS OF THE PEDAGOGICAL INFLUENCE ZONE (ZIP) NO. 01 IN THE MUNICIPALITY OF MUCABA

Métodolojia míkumina na luvumi ya kusadîla–kwenda ya ne ngana mu kwikila maye ya vihálu ya ngándi ya baluanda: lukándu lu diaktiko na kutenda ya pedagógia nº 01 ya munkulu wa Mucaba

Abstract

This article investigated the use of active methodologies in the teaching-learning process and their impact on the development of students’ intellectual skills in primary schools of the Pedagogical Influence Zone (ZIP) No. 01 in the Municipality of Mucaba. The research followed a mixed approach, predominantly qualitative, and had a descriptive character. Theoretical methods (historical-logical, analysis and synthesis, inductive-deductive, and dialectical), empirical methods (questionnaire surveys, semi-structured interviews, direct observation, and document analysis), and statistical methods (descriptive analysis) were used. The findings revealed that although teachers acknowledge the importance of active methodologies, their practical application remains limited, with traditional strategies still prevailing. The main obstacles identified include a lack of ongoing teacher training, shortage of teaching materials, and insufficient institutional support. Based on these findings, the study proposes the implementation of a teacher training plan involving practical workshops, collaborative lesson planning, and the integration of simple technologies. It concludes that the effective adoption of active methodologies requires structural and cultural changes within the school context.