Learning Modeling in the Strategic Management Course and Its Application in Different Contexts: Impact of Teaching Support and Student Thematic Autonomy

This study models the teaching-learning process in the Strategic Business Management course at the Universidad de Alcalá, implementing a pedagogical approach that emphasizes knowledge construction, autonomy, and collaboration through research projects. Given the complexity of educational systems and the need to understand the dynamics influencing learning, Fuzzy Cognitive Maps (FCMs) are used with the tools LOOPY and Mental Modeler to analyze interactions among pedagogical variables and the student experience. The modelling results reveal the central importance of Student Learning Outcomes (SLOs) and Student Intrinsic Motivation (SIM) as highly significant nodes within the network. Simulations show that strong Teacher Support (TS) and broad Freedom of Topic Selection (FTS) are crucial to optimizing SLOs, reducing the Perceived Complexity of Independent Work (PCIW), and enhancing SIM. The combination of TS and FTS generates a synergistic effect, maximizing learning outcomes. Complementarily, qualitative analysis of student evaluations, using thematic analysis and axial coding, supports these findings. Students expressed high satisfaction, highlighting the innovative pedagogical approach implemented, the development of competencies, the professor’s role, and the usefulness of the practical orientation. Notably, the free choice of topic channeled interest toward areas such as the public sector or gender studies, validating the model’s applicability across diverse educational contexts. This study contributes to the understanding of active learning methodologies and underscores the need for resources, particularly qualified teaching staff, to address the challenges of the European Higher Education Area.