Revisión sistemática: diseño y planificación de sesiones didácticas en educación superior
DOI:
https://doi.org/10.5281/zenodo.15530660Palabras clave:
educación, diseño, planificaciónResumen
Investigaciones recientes han resaltado enfoques clave en el diseño y planificación de sesiones didácticas en la educación superior. En este sentido, este estudio realizó una revisión sistemática en la base de datos Scopus para identificar y analizar las estrategias más relevantes y efectivas, enfocándose en prácticas innovadoras y su impacto en el aprendizaje. A partir de una búsqueda inicial de 44 trabajos, se seleccionaron 13 investigaciones mediante criterios de inclusión y exclusión. Los resultados obtenidos revelaron una evolución significativa en la planificación didáctica, subrayando la importancia de integrar modelos pedagógicos flexibles, tecnologías emergentes y un enfoque culturalmente contextualizado. Sin embargo, se evidenció una disonancia persistente entre las concepciones teóricas del profesorado y sus prácticas en el aula. En conclusión, las prácticas más efectivas combinan teoría pedagógica, innovación tecnológica, formación docente continua y una participación activa del estudiante, promoviendo así un aprendizaje más significativo y adaptado a las necesidades actuales de la educación superior.
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