Meaningful Learning in the Training Practice of Humanities Teachers, University of Pamplona, Cúcuta Campus

Abstract

This article aims to understand how meaningful learning takes place among third-semester students of the Bachelor's Degree in Humanities and Spanish Language at the University of Pamplona, Cúcuta campus. Based on a qualitative approach and using participatory action research, classroom experiences were observed and interviews were conducted with student-teachers to identify the pedagogical strategies they apply, their impact, and the challenges they face. The findings show that when active methodologies, diverse resources, and spaces for dialogue are implemented, students become more motivated, participate more actively, and are able to connect academic content with their own experiences. However, important challenges were also identified, such as the persistence of traditional methods and the lack of theoretical preparation in some cases. It is concluded that meaningful learning is built when there is a real connection between what is taught, what the student already knows, and what they experience in the classroom, as long as there is reflection, pedagogical intention, and continuous support.