<?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>S2739-00632026000303169</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.18227953</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Convivencia escolar en instituciones educativas de secundaria: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[School coexistence in secondary educational institutions: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[Fabiola Cecilia Murguía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000303169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000303169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000303169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la investigación fue analizar la producción científica reciente sobre la convivencia escolar en la educación secundaria, identificando los factores que influyen en su fortalecimiento o deterioro, así como las estrategias educativas más efectivas para la prevención de conflictos. Para tal fin, se realizó una revisión sistemática de la literatura siguiendo criterios de rigor científico. La búsqueda se efectuó en las bases de datos Web of Science y Scopus, utilizando descriptores en español e inglés combinados mediante el operador booleano AND (convivencia escolar AND educación). Se establecieron criterios de inclusión y exclusión para seleccionar estudios empíricos y teóricos relevantes, garantizando la pertinencia y actualidad de la muestra analizada. Los estudios revisados evidencian que la aplicación de programas de mediación escolar, educación emocional y fortalecimiento de habilidades socioemocionales tiene un impacto positivo en la disminución de conflictos y en la mejora del clima institucional. Asimismo, se destaca el rol de la formación docente en manejo de conflictos y la implementación de normas institucionales claras como factores clave para promover relaciones respetuosas e inclusivas. En síntesis, la convivencia escolar en secundaria requiere un enfoque integral que articule intervenciones pedagógicas, compromiso familiar y políticas institucionales coherentes. Estos elementos contribuyen a la construcción de entornos educativos seguros, armónicos y favorables para el desarrollo integral del estudiantado, constituyéndose en un campo prioritario para futuras investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to analyze recent scientific literature on school coexistence in secondary education, identifying the factors that influence its strengthening or deterioration, as well as the most effective educational strategies for conflict prevention. To this end, a systematic literature review was conducted following criteria of scientific rigor. The search was carried out in the Web of Science and Scopus databases, using Spanish and English descriptors combined with the Boolean operator AND (school coexistence AND education). Inclusion and exclusion criteria were established to select relevant empirical and theoretical studies, ensuring the relevance and currency of the analyzed sample. The reviewed studies demonstrate that the application of school mediation programs, emotional education, and the strengthening of socio-emotional skills has a positive impact on reducing conflicts and improving the institutional climate. Furthermore, the role of teacher training in conflict management and the implementation of clear institutional norms are highlighted as key factors in promoting respectful and inclusive relationships. In summary, school coexistence in secondary education requires a comprehensive approach that integrates pedagogical interventions, family involvement, and coherent institutional policies. These elements contribute to building safe, harmonious, and supportive learning environments for students' holistic development, making it a priority area for future research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[gestión del conflicto educativo]]></kwd>
<kwd lng="es"><![CDATA[desarrollo socioemocional]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[educational conflict management]]></kwd>
<kwd lng="en"><![CDATA[socio-emotional development]]></kwd>
</kwd-group>
</article-meta>
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