<?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>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100054</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4895</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de herramientas tecnológicas en la educación activa. Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of technological tools in active education. Systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa-Guarniz]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esparza]]></surname>
<given-names><![CDATA[Manuel de Jesús Azpilcueta-Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farnum-Castro]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Consuegra]]></surname>
<given-names><![CDATA[Delia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma Chapingo  ]]></institution>
<addr-line><![CDATA[Bermejillo Durango]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Panamá  ]]></institution>
<addr-line><![CDATA[Panamá Panamá]]></addr-line>
<country>Panamá</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Panamá  ]]></institution>
<addr-line><![CDATA[Panamá Panamá]]></addr-line>
<country>Panamá</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>9</volume>
<numero>17</numero>
<fpage>54</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100054&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación activa se consolida como un enfoque pedagógico orientado a promover participación, autonomía y aprendizaje significativo en los estudiantes, apoyándose cada vez más en el uso de herramientas tecnológicas. El artículo se propuso analizar de manera sistemática la producción científica sobre el uso de herramientas tecnológicas en la educación activa, identificando tipos de herramientas empleadas, enfoques pedagógicos asociados y principales resultados reportados en procesos de enseñanza y aprendizaje. Se realizó una revisión sistemática de la literatura siguiendo las directrices del protocolo PRISMA, mediante la consulta de bases de datos científicas reconocidas y la aplicación de criterios de inclusión y exclusión previamente definidos. Los resultados evidenciaron diversidad de herramientas tecnológicas vinculadas a metodologías activas como el aprendizaje basado en proyectos, aprendizaje colaborativo y aula invertida. Se concluye que la integración pedagógica de la tecnología fortalece la educación activa, aunque persisten desafíos y líneas de investigación futura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Active education is consolidated as a pedagogical approach aimed at promoting participation, autonomy and meaningful learning in students, relying increasingly on the use of technological tools. The article aimed to systematically analyze the scientific production on the use of technological tools in active education, identifying types of tools used, associated pedagogical approaches and main results reported in teaching and learning processes. A systematic review of the literature was carried out following the guidelines of the PRISMA protocol, by consulting recognized scientific databases and applying previously defined inclusion and exclusion criteria. The results showed a diversity of technological tools linked to active methodologies such as project-based learning, collaborative learning and the flipped classroom. It is concluded that the pedagogical integration of technology strengthens active education, although challenges and lines of future research remain.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación activa]]></kwd>
<kwd lng="es"><![CDATA[herramientas tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[tecnologías educativas]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo.]]></kwd>
<kwd lng="en"><![CDATA[Active education]]></kwd>
<kwd lng="en"><![CDATA[technological tools]]></kwd>
<kwd lng="en"><![CDATA[educational technologies]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="en"><![CDATA[active learning.]]></kwd>
</kwd-group>
</article-meta>
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