‘The crisis currently engulfing the education system has been accelerated by processes of social, cultural, and technological transformation, and especially by the emergence of Artificial Intelligence. Part of this crisis is linked to academic motivation, a factor that has been extensively studied and is widely recognized as a determining factor in learning processes, school retention, and student well-being. Across educational levels, pedagogical, emotional, and social dimensions all contribute to demotivation, affecting student engagement and compromising their performance during the educational process. This doctoral thesis proposes the research, analysis, design, and development of strategies for applying innovative pedagogical approaches in the field of communication. These strategies aim to train professionals, researchers, and educators across different curricula, with applicability to other disciplinary areas. The proposed lines of intervention focus on three strategies: a) the use of storytelling techniques, with particular emphasis on non-fiction narrative (NFN); b) the use and adaptation of project-based learning (PBL) as an active methodology; and c) the use and adaptation of challenge-based learning (CBL) as an active methodology. These strategies form part of a unique teaching approach, developed and refined through twenty years of my own experience in training, teaching, and educational innovation at various universities. Notable among these are the University of Vic-Central University of Catalonia, the School of Audiovisual and Multimedia Production (affiliated with the University of Girona), and the Autonomous University of Barcelona, among other institutions. The three proposed pedagogical approaches offer ways of viewing reality through education, based on the premise that reality is not explained, but rather revealed. Some findings of this study indicate that demotivation stems from intrinsic and extrinsic factors such as anxiety, academic orientation, and expectations regarding studies. This phenomenon significantly affects academic performance, student retention, and the emotional well-being of students. These dimensions could be improved by implementing properly-designed active pedagogical strategies, offering more teaching support, and applying actions aimed at strengthening intrinsic motivation. These elements are key to improving the educational experience and fostering student retention.’