Utilizing advanced pedagogical techniques is essential to ensuring students' academic achievement in the context of higher education. This systematic review aimed to explore the available literature on advanced pedagogical methods for teaching innovation in higher education. PRISMA guidelines were followed during this study using pre-specified inclusion and exclusion criteria. Five databases (Scopus, Web of Science, EBSCO, Google Scholar, and Ovid) were used to search for relevant articles. A total of 968 studies were found on these databases, of which 25 were included in this systematic review after removing the duplicates and assessing the studies on inclusion and exclusion criteria. All included studies were also evaluated using the Newcastle Ottawa Scale for risk bias assessment. Seventeen studies showed low-risk bias, seven demonstrated moderate risk bias, and one showed high-risk bias. The findings were carefully divided into three categories of teaching strategies: the first focused on student-centered approaches, the second on the use of educational technological advances, and the third on methods for evaluation and feedback. This study explored advanced pedagogical approaches, highlighting their critical role in promoting innovation in education and enhancing teacher preparation. These methods establish a stimulating and productive learning environment and set the way for continued improvements in teaching and learning processes.

Keywords: Teaching and Learning, Pedagogical methods, Teaching Innovations, Higher Education.