Active Learning Strategies: Faculty Use and Their Perceived Barriers

Objectives Innovative methodologies prioritising student engagement, critical thinking, and deep learning increasingly challenge traditional lecture-based teaching. Active Learning Strategies (ALS) have recently emerged as an effective pedagogical approach in higher education institutions due to their potential to enhance student learning outcomes and classroom engagement. However, successfully integrating ALS into the curriculum depends on various factors. This study examined how often faculty used ALS in their classroom teaching and their perceived barriers to using ALS. Material and Methods A descriptive survey was conducted to examine the faculty use of active learning strategies and their perceived barriers in the Ministry of Health Educational Institutes (MOHEIs), Oman. A total of 123 faculty teaching nursing programs responded to an Active Learning Strategies Assessment Tool (ALSAT), a Likert-type questionnaire form developed by the investigators based on the purpose of the study to measure the frequency of ALS use and their perceived barriers. The data were analysed using descriptive (frequency, percentage, mean, and standard deviation) and inferential statistics (one-way ANOVA/t-test) using SPSS version 23.0. Results Most faculty, 46 (37.4%), were in the age group of 41-50 years; 92 (74.8%) were females, 75 (61%) were postgraduates, and 94 (76.4%) had more than eight years of teaching experience in their respective disciplines. Lecturing was used as their primary teaching method with a mean (M) ± standard deviation (SD) of 1.65 ± 0.614, followed by the case study method (1.60 ± 0.611), presentations by the students/faculty, and collaborative projects (1.59 ± 0.600). Videos or slides integrated lecturing (1.55 ± 0.531) were very often used. The perceived barriers by the faculty were the need for higher-order thinking skills in using ALS, content being too much to cover in a limited time, fear of unsuccessful attempts to use ALS, and students’ lack of readiness to learn beyond what is specified in the course. Conclusion Despite the faculty’s experience, teacher-centred methods dominated, with only a few ALS, like case studies, scenario-based learning, multimedia lectures, and debates fostering critical thinking. However, barriers like excessive content and student resistance to new methods highlight the need for stronger institutional support to boost student engagement.