ISSN: 2226-6348
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This systematic literature review aims to explore the application of active learning methods in higher physical education and their impact on the development of students' collaborative ability. The study strictly follows the PRISMA guidelines framework, systematically searches for relevant literature through Web of Science and Scopus databases and finally includes 18 high-quality studies for in-depth analysis. The study found that the active learning methods used in higher physical education are diverse, including collaborative learning, problem-based learning, gamification, flipped classroom, etc. These methods show multi-dimensional effects in promoting the development of students' collaborative ability, not only improving basic social skills, but also strengthening collaborative motivation, social behavioral norms and inclusive awareness. The study further identified the key factors affecting the effectiveness of active learning, including teacher professionalism, task design characteristics, evaluation methods, curriculum coherence, learning environment and student readiness. The literature analysis also revealed the main gaps in current research, especially the lack of a systematic collaborative ability assessment framework and long-term follow-up research. This review provides a theoretical basis for building a more integrated and dynamic active learning implementation model, and at the same time provides practical inspiration for the effective cultivation of collaborative ability in higher physical education. Future research should focus on the long-term development trajectory of collaborative competence, innovative teaching models supported by technology, and implementation strategies in cross-cultural contexts to further deepen our understanding of this area.
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