Interactive pedagogy and meaningful learning in students with socio-emotional difficulties: a systematic review of the literature

Abstract

This research analyzes scientific publications in Latin America between 2019 and 2023, with the aim of constructing a narrative and systematizing the relationship between pedagogical strategies and collaborative learning for students with attention difficulties. The central objective was to answer the question: What has been discovered about collaborative learning and pedagogical strategies in the database over the last five years? To this end, publications in Scopus, Web of Science, Google Scholar, Scielo, and Dialnet were reviewed, applying the Systematic Literature Review (SLR) method based on the PRISMA protocol criteria. Initially, 1,377 documents were identified, but after applying filters, 33 publications were selected, of which 18 articles were included in the study. The results show that the application of appropriate pedagogical strategies favors active student participation, which is especially beneficial for students with attention difficulties. These strategies promote responsibility and prepare students to face a constantly changing society. In conclusion, the analysis summarizes the available data on the effectiveness of pedagogical techniques in supporting students with learning difficulties. It also allows for comparing results between different approaches and identifying general trends in the field. However, a lack of interdisciplinary proposals that enhance the development of skills and competencies in these students was observed.