Abstract
This study aims to enhance holistic learning by implementing creative, practical, and contextualized strategies within the curriculum modules of the Technical Baccalaureate in Agricultural Production, utilizing Waldorf Pedagogy as an active methodological framework. Conducted at the Unidad Educativa Oliva Cárdenas de Sánchez (Ecuador), the research employed a non-experimental quantitative methodology, including 36 student surveys and an analysis of pedagogical practices. Results indicate that most students achieved an intermediate level of learning, with limited development of critical and creative competencies. Furthermore, while two-thirds of teachers incorporated practices aligned with Waldorf Pedagogy, they did so without formal training, whereas the remainder adhered to conventional approaches.
The proposed pedagogical model integrates Waldorf principles through interdisciplinary and experiential activities, such as Project-Based Learning, practical workshops, and formative assessments, fostering student autonomy and strengthening the connection between theory and practice. However, its implementation requires institutional adjustments, including teacher training, curriculum adaptation, and resource allocation, to ensure feasibility and effectiveness. This study contributes to technical agricultural education by validating Waldorf Pedagogy as a viable alternative for cultivating socioeconomic skills, environmental sustainability, and critical thinking - essential competencies in rural contexts. Its relevance lies in providing an adaptable pedagogical framework that addresses global demands for holistic and sustainable education.
Keywords: Waldorf pedagogy, active methodologies, technical baccalaureate, agricultural production, holistic education, experiential learning