La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Andres Chiappe, Ana María Ternent de Samper, Alejandro Emilio Wills, Ignacio Restrepo Uribe

Resumen


Aunque la educación del siglo XXI ha sido ampliamente debatida y presentada en la literatura, la realidad de las escuelas actuales, especialmente en los países en desarrollo, muestra una imagen muy alejada de lo que debería ser una educación flexible, personalizada, orientada al desarrollo de habilidades blandas y basada en el uso de Tecnologías de la Información y la Comunicación (TIC). Abordar esta situación en detalle sería el primer paso para comprenderla y proporcionar elementos de trabajo concretos para los docentes, los directores escolares y los responsables de la política educativa, especialmente para aquellos que trabajan en contextos educativos adversos. Este artículo presenta una revisión sistemática de literatura centrada en la identificación de ideas clave sobre la educación del siglo XXI como posibles factores de transformación de la actual escuela. La revisión incluyó 780 informes de investigación sobre la educación del siglo XXI, 101 de los cuales fueron leídos en profundidad y analizados cualitativamente. Los resultados revelaron que, si bien la mayoría de las ideas clave relacionadas con la educación del siglo XXI no son completamente nuevas, están floreciendo, como bellas durmientes, con nuevas posibilidades de implementación debido a la evolución del desarrollo tecnológico actual. Algunas de las bellas durmientes educativas a destacar son: las rutas personales de aprendizaje, la enseñanza basada en la investigación, el currículo abierto, flexible y apoyado digitalmente y el aprendizaje a lo largo de la vida.


Palabras clave


Educación del siglo XXI; Comunidades de aprendizaje; Aprendizaje a lo largo de la vida; Aspectos pedagógicos; Estrategias de enseñanza y de aprendizaje

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DOI: http://dx.doi.org/10.14201/eks.22483





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