The concept of teaching methods and approaches in higher education institutions

Abstract

Since Azerbaijan’s restoration of independence in 1991, its higher education sector has undergone sweeping reforms to meet the standards of leading global systems, highlighting an acute need to refine teaching methods—particularly in history instruction. Despite top‑down decrees mandating modernization, there is a paucity of focused analyses on the design and implementation of subject‑specific pedagogical strategies. This study addresses that gap by systematically examining the challenges and opportunities inherent in enhancing history teaching methods within Azerbaijani universities. Grounded in a historical‑comparative methodology and informed by primary governmental decrees, and a range of domestic and international academic sources, the research identifies key conceptual distinctions among teacher‑centered approaches, learner strategies, and joint instructional methods, further delineating techniques as constituent steps within broader methods. Through critical analysis, three main categories of instructional methods are elucidated: (1) organizing and executing pedagogical activities; (2) monitoring the efficacy of teaching and learning processes; and (3) stimulating instructional engagement. Additionally, the roles of passive, active, interactive, and heuristic approaches are evaluated for their impact on student outcomes. The findings underscore the necessity of integrating a diversified methodological toolkit and clarifying method‑technique relationships to promote consistent, high‑quality history education. These insights inform recommendations for targeted curricular revisions, professional development initiatives, and policy measures, thereby contributing to the theoretical discourse on instructional design and offering practical pathways for elevating teaching standards in higher education contexts.