The profound change that higher education is undergoing is having a special impact on the processes of teaching and training of university teaching staff. The emergence of a new curricular structure based on learning outcomes and the proposal of new teaching methods focused on student learning generate pedagogical-didactic demands that require a teaching profile capable of fostering meaningful learning and the ability to develop reflective thinking in our students. This requires the implementation of teaching methodologies focused not only on the transmission of knowledge of the discipline, but also on the acquisition of soft skills such as analytical skills, critical thinking, teamwork, data interpretation, effective time management, decision making and approaching new and open problems. In recent years, the University of Barcelona (UB) has designed and implemented programs aimed at teaching improvement and innovation. In this context, and as a result of previous actions and experiences, the program "Research, Innovation and Improvement of Teaching and Learning (RIMDA, Recerca, Innovació i Millora de la Docència i l'Aprenentatge), was designed in 2017 to promote teaching quality at the UB. Within this framework, the creation of teaching projects at the faculty level has guided the UB's teaching and learning quality. The present book “Active Learning Strategies in Higher Education. Application in BSc and MSc Degrees of the Faculty of Chemistry at the University of Barcelona” summarizes the results of the institutional project aiming at promoting teaching quality at the Faculty of Chemistry of the University of Barcelona, the so-called RIMDA-Chemistry Project.
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