<?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>S2739-00632026000203075</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.16892256</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática de la competencia comunicativa en educación: estrategias, factores limitantes y el rol de la tecnología]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic review of communicative competence in education: strategies, limiting factors and the role of technology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel Rosado]]></surname>
<given-names><![CDATA[Manuel José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jimenez Saavedra]]></surname>
<given-names><![CDATA[Deysi Josselyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suarez Chuquipiondo de Rengifo]]></surname>
<given-names><![CDATA[Gloria Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000203075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000203075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000203075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La competencia comunicativa es fundamental para el desarrollo profesional, académico y personal, aunque su adquisición presenta múltiples desafíos. De allí que, este artículo examina el desarrollo de dicha competencia en el ámbito educativo, enfocándose en las estrategias empleadas, los factores que la dificultan y el papel que desempeña la tecnología en el proceso de enseñanza-aprendizaje. Mediante una revisión sistemática basada en la metodología PRISMA, se seleccionaron 60 artículos de la base de datos Scopus. Los resultados evidencian que la combinación de metodologías activas, como el aprendizaje basado en proyectos y el debate, junto con el uso de inteligencia artificial y plataformas digitales, contribuye significativamente a mejorar la expresión oral y escrita. No obstante, persisten limitaciones derivadas de la insuficiente formación docente y la excesiva dependencia de las herramientas tecnológicas, lo cual restringe la efectividad del proceso. En conclusión, se destaca que el éxito radica en encontrar un equilibrio adecuado entre el uso de tecnología y la aplicación de estrategias pedagógicas, facilitando así la promoción de la autonomía y la interacción significativa entre los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Communicative competence is essential for professional, academic, and personal development, although its acquisition presents multiple challenges. Therefore, this article examines the development of this competence in education, focusing on the strategies employed, the factors that hinder it, and the role that technology plays in the teaching-learning process. Through a systematic review based on the PRISMA methodology, 60 articles were selected from the Scopus database. The results show that the combination of active methodologies, such as project-based learning and debate, along with the use of artificial intelligence and digital platforms, contributes significantly to improving oral and written expression. However, limitations persist due to insufficient teacher training and excessive reliance on technological tools, which restrict the effectiveness of the process. In conclusion, it is emphasized that success lies in finding an appropriate balance between the use of technology and the application of pedagogical strategies, thus facilitating the promotion of autonomy and meaningful interaction among students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia comunicativa]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[communicative competence]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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