Teaching Labor Administration from teaching practice: methodological guidelines in the university classroom
DOI:
https://doi.org/10.62697/rmiie.v5i4.454Keywords:
Labor Administration, teaching practice, methodological strategies, higher education, active learningAbstract
Teaching Labor Administration in undergraduate Business Administration programs presents significant didactic challenges, particularly regarding the understanding of normative content, the integration of theory and practice, and student engagement. In response to this issue, this article aims to propose methodological guidelines for teaching Labor Administration in higher education, based on the systematic observation of teaching practice in the university classroom. The study was conducted using a qualitative approach with a descriptive–reflective design, grounded in prolonged classroom observation over several academic terms. Data were collected through observation records focusing on student participation, conceptual understanding, and the practical application of labor-related content. The results reveal recurring difficulties in understanding labor regulations when predominantly lecture-based methodologies are employed, as well as higher levels of student engagement when active methodological strategies are introduced. Based on these findings, a set of methodological guidelines is proposed, emphasizing the integration of theory and practice, the use of active learning strategies, reflective teaching practice, and the contextualization of labor content. The study concludes that adopting active and reflective methodological approaches enhances the teaching–learning process of Labor Administration and provides transferable guidelines for similar higher education contexts.
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Copyright (c) 2026 Abdiel Quiñones-Martínez, Mailyn Medero-Ruíz
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