A functional classification of teaching methods for psychological–pedagogical disciplines in higher education

Abstract

Teaching methods in higher education have attracted sustained scholarly attention, yet classification frameworks tailored to psychological–pedagogical disciplines – those preparing professionals to understand human development, learning, and interpersonal dynamics – remain underdeveloped. This paper proposes a theoretically grounded classification designed specifically for these disciplines. Drawing on an integrated framework combining axiological, acmeological, systemic, and person-oriented approaches, the classification was developed through systematic analysis of pedagogical literature and conceptual synthesis. The resulting framework organizes teaching methods into four functional categories based on their primary role in the educational process: motivational methods that establish conditions for student engagement; organizational methods that structure learning activities and self-directed development; stimulation methods that sustain cognitive and professional growth throughout instruction; and monitoring methods that provide formative feedback on student progress. Each category comprises specific methods oriented toward students’ holistic personal-professional development rather than narrowly cognitive outcomes. The classification advances instructional theory by offering a functional organization principle and holds practical value for faculty development, curriculum design, and teaching evaluation in higher education contexts internationally.