Pedagogical strategies based on the 4C/ID model and Kolb’s experiential learning cycle for practical-experimental learning

Abstract

Introduction: The article highlights the need to renew educational practices in higher technical training through strategies that balance theory and practice, given that traditional methods are insufficient for developing complex professional competencies. For this purpose, it analyzes the joint application of the 4C/ID model and Kolb’s experiential learning cycle as a methodological alternative capable of responding to the current demands of technological education. The main objective is to determine the effectiveness of pedagogical strategies based on both approaches within technical subjects with a strong practical and experimental component, assessing their impact on the development and strengthening of competencies. Materials and Methods: A quantitative quasi-experimental design was employed, combining structured observation and interviews with teachers from four technical subjects. The intervention was structured through authentic tasks, guided practice, and concrete experiences accompanied by reflection and application. The results show improvements in conceptual understanding, practical performance, knowledge retention, and transfer to real world situations. Likewise, teachers highlighted the positive adaptation to diverse learning styles, although they noted logistical limitations and some difficulty in the reflection phases. In conclusion, the integration of the 4C/ID model and Kolb’s cycle enhances practical and experimental learning and constitutes a relevant strategy for contemporary technological education.