Resumen

TASAYCO DIAZ, Ana Patricia  y  BERMEO BERRU, Silvia Elena. PEDAGOGICAL STRATEGIES FOR LEARNING ACHIEVEMENT: A SYSTEMATIC REVIEW OF RECENT STUDIES. Aula Virtual [online]. 2025, vol.6, n.13, e546.  Epub 01-Oct-2025. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.17093994.

The study aimed to analyze recent scientific evidence on the application of pedagogical strategies aimed at achieving learning through a systematic review of studies published between 2020 and 2025. A systematic review methodology was used under the PRISMA protocol, exclusively using the Scopus database. Rigorous inclusion and exclusion criteria were applied, allowing the selection of 11 studies focused on elementary and secondary education contexts. The findings revealed that the most effective pedagogical strategies were those based on active methodologies, metacognitive development, and the use of educational technologies. Among the techniques applied, virtual simulations, cooperative learning with rubrics, guided self-regulation, and formative research stood out. These strategies were shown to significantly improve academic performance, intrinsic motivation, and skills such as critical thinking and autonomy. It was also concluded that the effectiveness of the strategies depended on their contextualization, teacher support, and methodological consistency. The study reaffirmed the importance of structured planning and the thoughtful use of digital resources as key factors in strengthening both cognitive and socio-emotional learning.

Palabras clave : Pedagogical strategies; learning achievement; active teaching; formative assessment.

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