Resumen

CABALLERO MENESES, Sybile Yesenia; VERGARA CAUSO, Elen Solemi; GARDI MELGAREJO, Victoria  y  RODRIGUEZ-BARBOZA, Jhonny Richard. Active methodologies in Latin American education: A systematic review on their impact on meaningful learning. Revista InveCom [online]. 2026, vol.6, n.2, e602058.  Epub 30-Sep-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.16076292.

This study conducts a systematic review of the use and impact of active methodologies in Latin American educational contexts, with an emphasis on their contribution to meaningful learning. Using the PRISMA 2020 protocol, 26 empirical and theoretical studies published between 2020 and 2024 were identified in databases such as SciELO, Latindex, and institutional repositories. The results were categorized into four thematic areas: active strategies, educational technology, skills development, and innovative pedagogical models. The evidence collected highlights that the use of methodologies such as project-based learning, the flipped classroom, and gamification promotes greater autonomy, motivation, and critical thinking. Likewise, an increase in academic performance and student participation is observed when these strategies are applied in a contextualized manner and with institutional support. The discussion suggests that, despite the structural limitations of some education systems, the integration of active approaches represents a viable way to democratize knowledge and respond to the demands of the 21st century. It concludes that teacher training, technological infrastructure, and inclusive education policies are determining factors for effective implementation.

Palabras clave : active methodologies; meaningful learning; education.

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