<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872025000200270</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2025.10.36.13.270-293</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Repensando la Educación: Lecturas y Críticas Epistemológicas a los Aportes del Conectivismo como Modelo Educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Rethinking Education: Epistemological Readings and Critiques of the Contributions of Connectivism as an Educational Model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vallejo Sacoto]]></surname>
<given-names><![CDATA[Jonnathan Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Parra]]></surname>
<given-names><![CDATA[Luis Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eras Eras]]></surname>
<given-names><![CDATA[Nancy Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guamán Buestán]]></surname>
<given-names><![CDATA[Marco Aurelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Superior Sudamericano, ITS  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Superior Sudamericano, ITS  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico Superior Sudamericano, ITS  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico Superior Sudamericano, ITS  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>10</volume>
<numero>36</numero>
<fpage>270</fpage>
<lpage>293</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872025000200270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872025000200270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872025000200270&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El conectivismo presenta el aprendizaje como un proceso que ocurre en redes distribuidas de nodos interconectados, desafiando los enfoques tradicionales al promover entornos descentralizados donde los educadores facilitan el aprendizaje. A pesar de su relevancia teórica, persisten interrogantes sobre las características específicas que contribuyen al proceso educativo. Este estudio exploró las características del conectivismo que aportan a la enseñanza y el aprendizaje mediante una revisión sistemática de literatura con enfoque cualitativo utilizando el protocolo PRISMA. Se identificaron 836 artículos en bases de datos Scopus, JSTOR y ERIC, seleccionando finalmente 23 estudios publicados entre 2013-2023. Los resultados revelaron cinco características principales: entornos conectados de aprendizaje (52,17%), interactividad (30,43%), autonomía (21,74%), apertura (17,39%) y diversidad (8,69%). Se concluye que los entornos conectados de aprendizaje constituyen la característica más relevante del conectivismo, permitiendo aprender en red y generar comunidades colaborativas. La autonomía y la interactividad emergen como competencias fundamentales que permiten a los estudiantes gestionar sus propias redes de aprendizaje. Estos hallazgos establecen una base teórica para la implementación efectiva del conectivismo en contextos educativos contemporáneos, destacando la necesidad de desarrollar competencias digitales y estrategias pedagógicas que promuevan gradualmente estas características.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Connectivism presents learning as a process occurring in distributed networks of interconnected nodes, challenging traditional approaches by promoting decentralized environments where educators facilitate learning. Despite its theoretical relevance, questions persist regarding specific characteristics contributing to the educational process. This study explored connectivism characteristics that contribute to teaching and learning through a systematic literature review with a qualitative approach using the PRISMA protocol. A total of 836 articles were identified in Scopus, JSTOR, and ERIC databases, finally selecting 23 studies published between 2013-2023. Results revealed five main characteristics: connected learning environments (52,17%), interactivity (30,43%), autonomy (21,74%), openness (17,39%), and diversity (8,69%). It is concluded that connected learning environments constitute the most relevant characteristic of connectivism, enabling network-based learning and generating collaborative communities. Autonomy and interactivity emerge as fundamental competencies allowing students to manage their own learning networks. These findings establish a theoretical foundation for effective connectivism implementation in contemporary educational contexts, highlighting the need to develop digital competencies and pedagogical strategies that gradually promote these characteristics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[teoría de la educación]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[entornos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[educational theory]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[learning environments]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
</kwd-group>
</article-meta>
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