The use of sensory preferences in the teaching-learning process of the Cultural Studies discipline at the University of Havana

Abstract

Although sensory preferences (visual, auditory, kinesthetic) could optimize language teaching, their application in the university classroom lacks systematic empirical support. The existing literature reveals an epistemological gap: it has not been explored how these preferences manifest themselves in real higher education contexts, nor their relationship with variables such as the level of linguistic competence or instructional design. Therefore, an exploratory study is justified to identify preliminary patterns, define emerging categories, and generate transferable hypotheses. This approach made it possible to lay solid methodological foundations for future causal or experimental research, thus overcoming a critical gap that currently limits inclusive didactic innovation based on students’ sensory diversity. As one of the results of the exploratory study, some “Problematic cores of the didactic process identified” were preliminarily reached, which constitute premises for the foundation of a future didactic conception and the determination of its possible guiding ideas.