Abstract

JARA MALPICA, Greta Emelyn. Teaching Practice and Academic Motivation in Higher Education: A Systematic Review (2019-2024). Rev. Sci. [online]. 2025, vol.10, n.35, pp.48-68.  Epub Oct 01, 2025. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.35.2.48-68.

This systematic review examines the relationship between teaching practices and academic motivation in higher education using the PRISMA methodology with a qualitative approach. Eighteen studies published between 2019-2023 were rigorously analyzed, selected from 693 initial references in Scopus, Web of Science, and Mendeley, applying specific inclusion criteria and thematic categorization. Findings reveal that teaching strategies fostering autonomy, active learning, and personalized instruction significantly increase student motivation. Faculty socio-emotional competencies, particularly empathy and enthusiasm, prove decisive in strengthening academic engagement. Evidence shows that motivation acts as a mediating variable between pedagogical practices and performance, confirming a direct correlation between active methodologies and high levels of involvement. The research identifies challenges in teacher training regarding motivational strategies and in the objective assessment of pedagogical practices. The review concludes that optimizing teaching practices substantially improves both motivation and academic performance of university student.

Keywords : teaching practice; student motivation; higher education; systematic review; research methodology.

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