Pedagogías emergentes y educación: Una revisión sistemática de estudios en REDALYC

Abstract

This article presents a systematic literature review on emergent pedagogies in the educational field. The aim was to analyze the evolution of these new pedagogical approaches over the recent years (2020–2024). Based on information gathering, the research is founded on a review of 271 articles in the REDALYC database, of which 44 key texts were selected for a more in-depth analysis. This study, which uses a mixed methods approach with a qualitative–quantitative focus, seeks to understand how emergent pedagogies respond to the growing needs of today’s society, which encompass sociocultural, technological, and scientific aspects, and how these elements influence their implementation in educational institutions. On the other hand, evidence shows that emergent pedagogies promote participatory, flexible, and meaningful learning. Their approach centers on the individual student’s experience, as it fosters the autonomous and creative development of communication skills, enabling learners to analyze diverse contexts and confront real-world problems. It is worth noting that the texts reviewed identify several common thematic axes with perceptible changes in the establishment of these pedagogies, highlighting innovation, inclusion, and resilience as fundamental aspects in the educational field.