<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300029</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The concept of teaching methods and approaches in higher education institutions]]></article-title>
<article-title xml:lang="es"><![CDATA[El concepto de métodos y enfoques de enseñanza en las instituciones de educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mustafayev]]></surname>
<given-names><![CDATA[Abdulla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jabbarov]]></surname>
<given-names><![CDATA[Alakbar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rzayeva]]></surname>
<given-names><![CDATA[Ruhiyya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suleymanova]]></surname>
<given-names><![CDATA[Munavvar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Nakhchivan State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Since Azerbaijan&#8217;s restoration of independence in 1991, its higher education sector has undergone sweeping reforms to meet the standards of leading global systems, highlighting an acute need to refine teaching methods-particularly in history instruction. Despite top&#8209;down decrees mandating modernization, there is a paucity of focused analyses on the design and implementation of subject&#8209;specific pedagogical strategies. This study addresses that gap by systematically examining the challenges and opportunities inherent in enhancing history teaching methods within Azerbaijani universities. Grounded in a historical&#8209;comparative methodology and informed by primary governmental decrees, and a range of domestic and international academic sources, the research identifies key conceptual distinctions among teacher&#8209;centered approaches, learner strategies, and joint instructional methods, further delineating techniques as constituent steps within broader methods. Through critical analysis, three main categories of instructional methods are elucidated: (1) organizing and executing pedagogical activities; (2) monitoring the efficacy of teaching and learning processes; and (3) stimulating instructional engagement. Additionally, the roles of passive, active, interactive, and heuristic approaches are evaluated for their impact on student outcomes. The findings underscore the necessity of integrating a diversified methodological toolkit and clarifying method&#8209;technique relationships to promote consistent, high&#8209;quality history education. These insights inform recommendations for targeted curricular revisions, professional development initiatives, and policy measures, thereby contributing to the theoretical discourse on instructional design and offering practical pathways for elevating teaching standards in higher education contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Desde la restauración de la independencia de Azerbaiyán en 1991, su sector de educación superior ha experimentado profundas reformas para cumplir con los estándares de los principales sistemas mundiales, lo que pone de relieve la urgente necesidad de perfeccionar los métodos de enseñanza, en particular en la enseñanza de la historia. A pesar de los decretos dictados que exigen la modernización, existe una escasez de análisis centrados en el diseño y la implementación de estrategias pedagógicas específicas para cada asignatura. Este estudio aborda esta deficiencia examinando sistemáticamente los desafíos y las oportunidades inherentes a la mejora de los métodos de enseñanza de la historia en las universidades azerbaiyanas. Basada en una metodología histórico-comparativa e informada por los principales decretos gubernamentales y diversas fuentes académicas nacionales e internacionales, la investigación identifica distinciones conceptuales clave entre los enfoques centrados en el profesorado, las estrategias del alumno y los métodos de enseñanza conjunta, definiendo con más detalle las técnicas como pasos constitutivos de métodos más amplios. Mediante un análisis crítico, se dilucidan tres categorías principales de métodos de enseñanza: (1) organización y ejecución de actividades pedagógicas; (2) supervisión de la eficacia de los procesos de enseñanza y aprendizaje; y (3) fomento de la participación docente. Además, se evalúa el impacto de los enfoques pasivos, activos, interactivos y heurísticos en los resultados estudiantiles. Los hallazgos subrayan la necesidad de integrar un conjunto de herramientas metodológicas diversificadas y aclarar las relaciones entre métodos y técnicas para promover una educación histórica consistente y de alta calidad. Estos conocimientos fundamentan recomendaciones para revisiones curriculares específicas, iniciativas de desarrollo profesional y medidas políticas, contribuyendo así al discurso teórico sobre el diseño instruccional y ofreciendo vías prácticas para elevar los estándares docentes en contextos de educación superior.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Methods]]></kwd>
<kwd lng="en"><![CDATA[Instructional Strategies]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Techniques]]></kwd>
<kwd lng="en"><![CDATA[Educational Objectives]]></kwd>
<kwd lng="en"><![CDATA[Higher Education Reform]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Estrategias instruccionales]]></kwd>
<kwd lng="es"><![CDATA[Técnicas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Objetivos educativos]]></kwd>
<kwd lng="es"><![CDATA[Reforma de la educación superior]]></kwd>
</kwd-group>
</article-meta>
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