Oral Communicative Competence and Active Methodologies in Higher Education: University Teachers’ Perspectives

Abstract

Oral communicative competence (OCC) is a key skill for students’ academic and professional development; however, its effective integration into higher education teaching practices remains uneven. This study examines university teachers’ perspectives on student participation, their readiness to adopt active learning methodologies, and the strategies used to promote OCC in the classroom.

A survey was administered to 867 teachers across different disciplines Spanish universities. The results reveal a growing awareness of the need to move towards more participatory teaching approaches, although important gaps persist between teachers’ intentions and actual classroom practices. Differences across disciplines and teaching contexts highlight structural and pedagogical barriers to student engagement.

Findings suggest that fostering OCC requires not only methodological change but also targeted professional development and institutional support. The study contributes to current debates on students’ participation and oral communicative cpmpetences in higher education by identifying key challenges and opportunities for enhancing them.