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| Sl. no. | Teaching methods | Description | Reference |
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| 1 | Action learning | It is a problem-based learning, and the problem must be real. While working on the problems, no one is supposed to know the answer. | [15] |
| 2 | Activity | It is a learning method by doing something and a student-centered approach. Students participate in rigorously for quality learning. | [16] |
| 3 | Applied project | This is a teacher-facilitated approach in which students with coordinated efforts acquire knowledge and skills. It helps in solving the real problems by following certain standards. | [17] |
| 4 | Artists’ talks | This is based on practitioner talks and provides insights into the broader view of the practices. Here students engage based on these talks. | [5] |
| 5 | Behavioral simulations | This method primarily focuses on experiential entrepreneurship activities where students learn business behaviors and skills to develop certain entrepreneurial aptitudes. | [4] |
| 6 | Blog | Here the instructor writes a summary after the lecture and posts online on the course link. This summary includes supplementary material and required action items to do the homework or assignment. | [18] |
| 7 | Both activity and lecture | It combines two methods—activity and lecture. | [16] |
| 8 | Brainstorming | It is a group activity where attempts are made to determine a specific problem solution. It is defined as “an organized way to allow the mind to produce ideas without getting bogged down in trying to judge the value of those ideas at the same time.” | [19–22] |
| 9 | Business plan creation | It is an entrepreneurship teaching instrument for teachers and entrepreneurial teacher for students. It consists of several complex items that contribute to business development. | [23] |
| 10 | Business/computer/game simulations | In the simulation method, learners experience artificial representation based on real-life situations. Learners asked to go through various situation-based instructions. Learners generate a large number of results quickly in ease of use environment. | [4, 5, 24–30] |
| 11 | CAL and tape/slide | Computer-assisted learning and tape/slide includes computer-based instructional resources in teaching. With the use of audiovisual aids, it focuses on interactive instruction. | [31] |
| 12 | Case-based teaching method | Case-based teaching is an instructional technique and tool, widely used in nursing, business, law, etc. Students work on case studies and apply their knowledge to solve real-world problems. The other teaching methods that consist of the word “case” are almost the same. | [15, 19, 30, 32–37] |
| 13 | Clinical case | This is an instruction-based method where cases are selected carefully based on a teacher’s guidance. This enables students to apply their knowledge in clinical medicine. | [27] |
| 14 | Communicative language teaching | This is a language teaching approach which involves mostly speaking. It aims to make students communicative competent, and teachers develop language skills learning procedures. | [9] |
| 15 | Consultancy | In this method, students act as consultants to business organizations. Here they engage in solving business issues with the stakeholders. | [5] |
| 16 | Cooperative learning group | This method is a learners’ group of three or four students, cooperating to learn the learning outcomes. They work on some projects or assignments and submit the report to the instructor. | [24, 38, 39] |
| 17 | Data-driven learning | This is learners-oriented data-driven method using corpus data. The idea here is to make learners autonomous researchers and discover facts about the target language by using the language corpora. | [40] |
| 18 | Demonstration | It is described as a method of instruction, involves tutor, learner, or both. Here a particular technique or skill applies to a particular activity, and the learner mimics that activity correctly. | [24, 41] |
| 19 | Desuggestopedia | This method applies mostly to language teaching and suggestions to pedagogy. It helps to eliminate students’ negative feelings and overcome the learning barriers. | [42] |
| 20 | Development of new venture creation project | This is an entrepreneurship teaching method that generally applies to university entrepreneurship programs. It helps professionals and students that are committed to their venture creation projects. | [26, 32] |
| 21 | Dialogic | Dialogic teaching engages students in dialogue. Instructor explains the lesson to the students involving ongoing talk between him and students. | [43, 44] |
| 22 | Didactic teaching | This method helps students to learn theoretical knowledge specifically those who depend on teachers’ guidance for reading and writing. | [31] |
| 23 | Discovery method | This method is usually based on content, and learners ask to discover certain principles based on specific situations. Here teacher organizes prior knowledge that helps in discovering new information. | [24] |
| 24 | Discussion sessions | This method involves students and instructors in the target topic. Students prepare some material on the topic and discuss it in the session. | [24, 45, 46] |
| 25 | Discussion and debates | It is based on the distributed material earlier to the debate. Students in small groups discuss the target material and then openly debate. | [30] |
| 26 | Dissection by students | This is generally professional anatomists’ method to achieve course objectives. Students prefer this practical method for their learning. | [31] |
| 27 | E-learning/web-based learning | This is an electronic network-based teaching method, and students learn using ICT. Most of the institutions have their virtual learning environment setup or learning management systems, e.g., blackboard. | [5, 15, 47, 48] |
| 28 | Event-based learning | This is an off-site learning mode where students engage in real-time projects. These projects usually come from industries, schools, and galleries. | [5] |
| 29 | Experiments | It is basically learning and teaching in experimental sciences which include biological sciences. | [27] |
| 30 | Expert script | It is a tool for enhancing entrepreneurial skills and an instructional pedagogy that helps students in improving entrepreneurial expertise by following information theorists’ recommendations regarding script acquisition. | [4] |
| 31 | Extended analogy | This can be an alternative method to lecture method. It is a combination of analogy and exaggeration. Instructors develop an extended analogy that helps students to understand a difficult topic. | [49] |
| 32 | Face-to-face | In this method, a teacher defines learning content and applies it to learning complex theoretical topics. The teacher provides the learning contents in short presentations. | [50] |
| 33 | Flipped classroom | It is the reverse of the traditional classroom where students prepare their lessons at home. Students go through lecture videos, text, online materials, and PowerPoint presentations prepared by the instructor before their class and practice them in the classroom. | [51–61] |
| 34 | Game-based learning | In this pedagogical approach, students get engaged and involved in the use of the educational games. Game-based activities improve students’ learning and attitudes. | [30, 62, 63] |
| 35 | Grammar-translation method | Using this method, students learn grammar-translation rules of a target/foreign language and apply them by translating passages from their native language into the target language and vice versa. | [42] |
| 36 | Group discussion | It is a modified form of classroom lecture method. Here a teacher presents information and involves the students in answering questions, opinions, and examples. | [5, 15, 19] |
| 37 | Group oral presentation | This method involves groups of three or four students. Each group prepares a presentation on a given topic. The student’ group mutually decides the topic’s segment and presents it in the class. | [17, 30] |
| 38 | Group work | It is a group-based method usually practiced in SE. This helps in enhancing students’ personal and learning skills. Here activities involve such as sharing ideas, concerns, mutual interest, and issues. | [5] |
| 39 | Guest lecturer/speaker | This is quite a motivating method for students. Here a guest speaker delivers lectures, and students have the opportunity to raise their doubts, issues, and share their learning experience. | [15, 17, 64] |
| 40 | Handout | Here the instructor provides printed materials for several things: problem-solving case studies, outlining a course of action, placing a point of view, laboratory guidelines for an experiment, and more. | [30, 65] |
| 41 | Homework | This is the most popular method that applies to almost every academic course. It includes a set of problems, a few questions, and many other types based on the course and the teacher’s approach. | [18] |
| 42 | Hybrid group | This method is a blend of online education module that delivers circular content and materials online, such as videos. This method usually applies to ME. | [29] |
| 43 | Hybrid tutorial | The centerpiece of this method is a problem-based learning tutorial system. Here students in small groups learn the fundamentals of medicine through clinical cases. | [66] |
| 44 | In-class discussion | It is primarily a class-based discussion method where students in small groups discuss simulated scenes or real-time scenarios. | [35] |
| 45 | In-class exercises | It involves active teacher-learner interaction. Here students exercise lesson materials to gain proper understanding with the help of the teacher. | [17] |
| 46 | Individual presentation | This is a learner-centric method where learners present the target topic considering presentation dynamics. This helps students improve their communication skills. | [15] |
| 47 | Individual project | It is a students’ skills development method. Here an individual student works on a project that helps the student’s learning strategies and dealing with complicated situations. | [32] |
| 48 | Individual written report | The instructor assigns students to write an individual report on class or review paper as homework. | [15, 54] |
| 49 | Industrial training | This method emphasizes entrepreneurial skills and equips students with this skill. Students directly involve entrepreneurial processes, such as industrial training. | [5, 32] |
| 50 | Inquiry-based learning | IBL involves active inquiry where students make questions and solve problems rather than processing teacher-provided knowledge. | [5, 67–69] |
| 51 | Interview | Students interview the boss or manager of a company about the soft skills that are required to get a job. This method gives the students a better understanding of real-world business operations. | [64] |
| 52 | Invited expert lecture | An expert professor on a specific subject is invited to conduct a lecture. | [54] |
| 53 | Jigsaw | It groups the students into teams. The overall task is cut into pieces and distributed among the students of the team. Each student is responsible for completing his task outside of the class. The team then assembles the pieces to complete the task. | [33, 70] |
| 54 | Journal article | Students are instructed to read academic journal articles on specific topics and later they discuss it in class. | [64] |
| 55 | Keller method | This method was developed by Fred S. Keller and his colleagues in the mid-1960s to help students to be self-learners. It is a personalized learning method where individual students independently move through their course contents at their own pace. When a student passes an individual unit of study, he can move onto the next unit. | [71, 72] |
| 56 | Lab work | Lab work helps students’ learning by doing. What the students learn in the classroom, they put it into practice. | [17, 72] |
| 57 | Lecture | The lecture is the most widely used but criticized method of instruction. This is a traditional passive method which is useful for managing large classes. It instructs ideas, facts, principles, and terminologies through verbal presentation. | [5, 15, 18, 19, 24, 30, 33, 35, 41, 45, 71–77] |
| 58 | Lecture-discussion combination | Instructors use visual aids to deliver their materials. Students make questions and discuss the topics presented. This method forces students to contribute and ask questions. | [17, 33, 39, 45] |
| 59 | Lecture handouts | The instructor prepares and distributes hard copy of the lecture notes before each lecture. The notes contain exercises for the students. | [18] |
| 60 | Lecture with collaborative exercises | Traditional lectures are conducted, followed by collaborative exercises. Topics are introduced in the lectures and the exercises as well. | [78] |
| 61 | Lecture with PowerPoint | PowerPoint presentation with multimedia contents is used during lecturing. | [16] |
| 62 | Library exercise | Library exercise expands students’ knowledge. Students are assigned tasks that have to be prepared from the library materials. | [30] |
| 63 | Life stories | Students learn from real-life stories and write their own biographies and plan the learning they needed for future careers. | [4] |
| 64 | Live projects | Students experience projects in collaboration with industry practitioners. | [5] |
| 65 | Living and radiological | Medical students learn from examining living subjects and radiological images. | [31] |
| 66 | Low-tech hands-on | Instructors use limited technology in the classroom and students pursue learning by doing. | [79] |
| 67 | Making/reading peer reviews | The instructor gives projects to the students. Each report of the projects is peer-reviewed by students in a double-blind fashion following a rubric provided by the instructor. | [18] |
| 68 | Management simulation | Under management simulation, students deal with the real-world business organizations. They make a series of decisions in business functional areas. They submit strategy, management report, and instructor’s approval for simulated decision for course grading. | [36] |
| 69 | Mind mapping | Students use diagrams to visualize connections between several ideas. They put ideas into paper or blackboard and then use lines and curves to connect them. | [22] |
| 70 | Models | Medical students use anatomical models in their learning. | [31] |
| 71 | Multiple intelligence | Howard Gardner developed this concept in the 1980s which asserts that people possess several types of intelligence. Multiple intelligence theory can be applied in teaching where the use of different bits of intelligence to teach a concept allows students a chance to succeed in learning. | [80] |
| 72 | Online-only group | Students receive all educational materials online that include online interactive videos and recorded simulation session. | [29] |
| 73 | Peer learning | Students interact with one another to learn a particular subject area. This is a method of student-to-student mentoring. | [5] |
| 74 | Perceptional teaching | Instructor gives an intuitive understanding of complex topics which enables students to form conceptual structures through perception of empirical meanings. | [50] |
| 75 | Practical sessions | Practical session makes links between theory and practice. It includes clinical tests and laboratory work. | [5, 46] |
| 76 | Problem-solving | Students are divided into small groups and are engaged in a set of problems where they use their previous learning and experience for a solution. | [17, 24, 26, 30, 72] |
| 77 | Problem-based learning | The problem drives the learning. Students in a small group learn within the context of the issues that are supervised by the instructors. | [5, 27, 46, 50, 75, 81–89] |
| 78 | Project-based learning/group project | PBL organizes learning around projects. It supports students’ learning by doing where they apply existing knowledge and learn new things through project works. | [5, 15, 18, 32, 33, 50, 68] |
| 79 | Prosection and demo | Anatomy students get actual hands-on experience from prosection and demo. | [31] |
| 80 | Real-life case | Students come across a real situation where they develop real-time learning. | [26] |
| 81 | Research-oriented teaching | Students conduct research projects to identify new findings. Research-oriented teaching develops students’ ability to make questions and find answers using scientific research. | [5, 16, 50, 90] |
| 82 | Role model | In business education, “real-life” entrepreneurs are symbolized as role models who are more effective than classroom instructors. They motivate students to explore their true potentials and look for success. | [26] |
| 83 | Role playing | The instructor gives the students a scenario based on a case. He defines the problem and students’ roles clearly. Students then are divided into several groups to present their roles. Participants analyze the incidents with a discussion. | [4, 24–26, 30] |
| 84 | S-lecture | S-lecture means student lecture. The course material is divided among students to create their own lecture. Students share their works among others. | [18] |
| 85 | Self-analysis | It is helpful for student learning. Students conduct a self-analysis assignment to analyze their own soft and communication skills. With this analysis, students understand their strengths and weaknesses. | [64] |
| 86 | Self-study sessions | Students practice self-study. They make their study without having any direct supervision of the instructor. | [46] |
| 87 | Seminar/workshop | It is a group event where a student presents his academic work followed by structured discussion. | [5, 15, 30] |
| 88 | Serious games | It is an interactive computer application through which the users acquire knowledge and specific skills. It differs from video games as its main objective is to provide learning. | [28, 74] |
| 89 | Simulated international conference | The conference is organized in the classroom. Students gain scientific research skills from the simulated conference. | [54] |
| 90 | Simulating conditions of industry | Students have industry experience using this method. | [5] |
| 91 | Small group | This method involves small groups of students of two to twenty participants. It includes tutorials, seminars, and problem-solving | [5, 30, 35, 75] |
| 92 | Structured lectures | In this method, the instructor focuses mainly on difficult and inaccessible topics to the students. The instructor uses slides, diagrams, and illustrations and covers most of the syllabus. | [46] |
| 93 | Tape-slide programs | The instructor uses tape-slide programs that are the audiovisual presentation in the classroom. | [72] |
| 94 | Task-teach-task | TTT is a student-centric teaching method where the students complete their tasks without the instructor’s help. The instructor identifies the problems, suggests solutions, and assigns other tasks. | [91] |
| 95 | Teaching through the classics | Instructors use classical literature, philosophy, and essays to help students understanding entrepreneurship in business education. | [4] |
| 96 | Teaching with real patients | Contact with real patients plays an important role in ME. An experienced surgeon supervises the teaching with real patients in a medical facility. Students observe the patients and take notes. | [74] |
| 97 | Team-based learning | It is an active teaching method that increases students’ interaction and engagement. Here small group of students work in the same team independently throughout the semester. | [92–94] |
| 98 | Theoretical-practical seminars | Theoretical-practical seminars are conducted in medical setups for better student understanding. | [27] |
| 99 | Total physical response | Dr. James J Asher developed this method which is based on teaching and learning through physical action. In TPR, instructors command the students in a foreign language, and students respond with appropriate physical movement. | [95–97] |
| 100 | Tuition | The instructor provides coaching to an individual student or a small group of students. | [75] |
| 101 | Use of animal models | In ME, instructors use animal models for student learning. | [74] |
| 102 | Video/video recorded lecture | The instructor displays a short video in the classroom on a topic. Students participate in class discussion after watching the video. | [4, 15, 16, 30, 35, 64, 65] |
| 103 | Video + handout | The instructor displays a short video in the classroom on a topic. He also distributes hard copies of notes among the students, and later, they participate in class discussions. | [65] |
| 104 | Video and microlecture | The instructor displays videos in the classroom on a topic followed by a microlecture. | [54] |
| 105 | Virtual classroom | A virtual classroom is conducted in an online platform that allows live interaction between the instructor and the students. | [26, 98] |
| 106 | Virtual internship | Virtual internship simulates engineering problems and practices in a web-based learning platform. | [99] |
| 107 | Virtual simulation program | Here students are involved in class activities that are not possible in a physical classroom setup. | [100] |
| 108 | Visual thinking strategies | In this method, students visualize pieces of art in a museum or classroom setting. The VTS instructor makes questions and the students answer. Students also share their thoughts about the piece of art. This method improves students’ critical thinking, visual literacy, and communication skills. | [101] |
| 109 | Web-based laboratories | Increased class size, limited resources, and distance learning force universities to use web-based laboratories. The lab sessions use online video clips and simulations, and labs are controlled over the Internet. | [5] |
| 110 | Work-based learning | Work-based learning addresses real working contexts. Students study part-time and work on real-time problems. | [5] |
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