Inclusive pedagogy and active learning in higher education: Cluster and dimensional insights into teaching competency integration

This study examines the interrelationship between inclusive teaching competencies and the implementation of active learning methodologies in Peruvian higher education, addressing critical gaps in faculty development and pedagogical equity within resource-constrained contexts. Using a validated dual-instrument approach and a quantitative multi-method analytical design, we drew on a sample of 167 university students to uncover patterns of association and pedagogical profiles through descriptive statistics, reliability analysis, cluster analysis, and Multiple Correspondence Analysis (MCA). Results revealed a strong and statistically significant correlation (r = 0.862, p < 0.001) between inclusive teaching competencies—operationalized through Universal Design for Learning (UDL) principles of planning, pedagogical practice, and assessment—and active methodologies, particularly student-centered strategies, learning personalization, and global-intercultural integration. Three distinct faculty profiles emerged: high-performing, moderate, and developing, each exhibiting unique configurations of competency and methodology integration. MCA identified both strong pedagogical synergies and notable gaps, particularly the disconnect between student-centered practices and global-intercultural integration. These findings support the hypothesis that inclusive and active teaching dimensions function as mutually reinforcing elements of student-centered pedagogy, while highlighting critical areas requiring targeted professional development. The study advances a dimensional framework for evaluating teaching effectiveness and proposes evidence-based interventions grounded in empirical profiles. This research provides actionable insights for improving instructional quality in diverse higher education contexts, particularly benefiting institutions with limited technological resources seeking to implement equitable, student-centered pedagogical ecosystems.