Participatory learning methods and their usefulness in higher learning institutions of developing countries: Critical literature review

Abstract

The research study focused on participatory learning methods which universities from multiple countries implement to understand their current status, benefits and obstacles in their application. Guided by participatory action learning theory and constructivist learning theory, the review highlights the pedagogical value of positioning students as active co-constructors of knowledge. The study performed a systematic search for peer-reviewed studies from 2017 to 2025 through major research databases before applying thematic analysis to detect emerging patterns. The study demonstrated that participatory learning methods which include as  problem-based learning, flipped classrooms, peer instruction and facilitated learning, team-based learning, co-creation of learning experiences, participatory action learning and student-centred learning affect student academic success. The implementation of these methods encounters barriers because of existing system limitations which include oversized classrooms, insufficient resources, unprepared teachers and diverse educational contexts between various higher education institutions. Therefore, the study recommends that learning institutions need to establish mentorship programs alongside monitoring systems and incentive structures to help lecturers use participatory teaching methods in their classrooms. Cross-cultural and longitudinal studies is recommended in understanding how participatory learning methods can be adapted to maximise student learning and engagement globally.