High-impact writing pedagogy: a methodology for the reconfiguration of the university textbook
DOI:
https://doi.org/10.51247/e.v3i2.901Keywords:
scientific writing; academic literacy; higher education; epistemic sovereigntyAbstract
The objective of this research was to critically analyze the role of university textbooks in the contemporary context of scientific production and to propose a methodological reconfiguration based on High-Impact Writing Pedagogy as a strategy to strengthen research training and epistemic sovereignty in higher education. The research was conducted using a qualitative approach grounded in critical hermeneutics and document analysis. The literature review was carried out through a systematic search of highly selective scientific databases, complemented by a theoretical triangulation process focused on examining the political-epistemic, pedagogical-didactic, and neurocognitive dimensions associated with the use of university textbooks. The results showed that the traditional university textbook maintains a structure centered on the transmission of established knowledge, favoring reproductive learning practices and contributing to the disconnect between teaching and research. Furthermore, it was identified that this model reproduces dynamics of academic dependency and limits students' active participation in the production of scientific knowledge. In response, the Pedagogy of High-Impact Writing is proposed, conceived as a theoretical model that integrates academic literacy, critical thinking, scientific writing, and early exposure to international publishing standards. It is concluded that transforming the university textbook into a didactic ecosystem oriented toward the production and critical understanding of scientific knowledge is a strategic necessity for strengthening a more autonomous, critical, and contextualized higher education.
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