<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000102116</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15531193</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias didácticas para el aprendizaje: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic Strategies for Learning: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia Soller]]></surname>
<given-names><![CDATA[Tania Mirtha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sulca Rojas]]></surname>
<given-names><![CDATA[Julio Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carazas Durand]]></surname>
<given-names><![CDATA[Cecilia Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Ica  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000102116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente estudio fue analizar las implicancias de las estrategias didácticas para el aprendizaje. Para ello, se utilizó una metodología basada en los indicadores del método PRISMA, lo que permitió realizar un análisis riguroso de los resultados. Los criterios de inclusión contemplaron el uso de palabras clave en inglés y en español, tales como: "teaching strategies" AND "learning" y "estrategias de enseñanza" AND "aprendizaje". Se consideraron artículos publicados entre los años 2020 y 2025, provenientes de las bases de datos Scopus y SciELO, empleando como motor de búsqueda el operador booleano AND. Como criterios de exclusión, se descartaron artículos con acceso restringido, resúmenes de conferencias y capítulos de libros. En total, se identificaron 1,421 artículos en Scopus y 192 en SciELO; luego del proceso de selección, se incluyeron 8 artículos de Scopus y 12 de SciELO, sumando un total de 20 estudios analizados. Los resultados evidencian que el uso de estrategias didácticas se plantea en diversos contextos, siendo los entornos virtuales de aprendizaje una herramienta clave para la mejora de los procesos educativos en distintas áreas. Estas estrategias reconocen al estudiante como sujeto activo, promueven su participación, respetan su individualidad y fomentan una conexión significativa con el objeto de aprendizaje. Asimismo, se concluye que las estrategias didácticas organizadas por etapas (inicio, desarrollo, aplicación y síntesis) favorecen el aprendizaje significativo, al permitir la clarificación de ideas y la resolución de problemas. No obstante, aún existen oportunidades de mejora en el fomento de la autonomía y el trabajo colaborativo. Las secuencias didácticas diseñadas y evaluadas por docentes demostraron ser efectivas para mejorar la calidad educativa y promover el aprendizaje desde una perspectiva interdisciplinaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to analyze the implications of didactic strategies for learning. To this end, a methodology based on the indicators of the PRISMA method was used, which allowed a rigorous analysis of the results. The inclusion criteria included the use of keywords in English and Spanish, such as: "teaching strategies" AND "learning" and "teaching strategies" AND "learning". Articles published between 2020 and 2025 from the Scopus and SciELO databases were considered, using the Boolean operator AND as a search engine. As exclusion criteria, articles with restricted access, conference abstracts and book chapters were discarded. In total, 1,421 articles were identified in Scopus and 192 in SciELO; after the selection process, 8 articles from Scopus and 12 from SciELO were included, adding up to a total of 20 studies analyzed. The results show that the use of didactic strategies is proposed in various contexts, with virtual learning environments being a key tool for the improvement of educational processes in different areas. These strategies recognize the student as an active subject, promote their participation, respect their individuality and foster a meaningful connection with the object of learning. Likewise, it is concluded that didactic strategies organized by stages (beginning, development, application and synthesis) favor meaningful learning, by allowing the clarification of ideas and the resolution of problems. However, there are still opportunities for improvement in the promotion of autonomy and collaborative work. The didactic sequences designed and evaluated by teachers proved to be effective in improving educational quality and promoting learning from an interdisciplinary perspective.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[procesos]]></kwd>
<kwd lng="en"><![CDATA[didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[processes]]></kwd>
</kwd-group>
</article-meta>
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