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Artículos de Revisión

Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez

Evolución del conocimiento en investigación educativa: Revisión sistemática para identificar gaps y áreas de consenso

Evolution of knowledge in educational research: A systematic review to identify gaps and areas of consensus
Publicado
2026-04-15

La investigación educativa en el período 2020-2025 ha transitado por una profunda transformación tecnológica y paradigmática. El objetivo de este estudio es analizar la evolución del conocimiento en investigación educativa mediante una revisión sistemática de la literatura, para identificar tendencias temáticas, enfoques metodológicos y vacíos persistentes. Se adoptó un enfoque documental-descriptivo, siguiendo el protocolo PRISMA 2020, con búsquedas realizadas en Scopus, Web of Science, ERIC, SciELO y Google Scholar durante el período enero-marzo de 2025. De 53 registros iniciales, se seleccionaron 20 estudios mediante criterios de inclusión (artículos en español o inglés, publicados entre 2020 y 2025, en revistas con revisión por pares) y exclusión (capítulos de libro, actas de congresos, tesis). Los resultados identificaron cuatro categorías: transformación educativa mediante IA, desarrollo socioemocional, desigualdades digitales y formación docente. Se concluye que, si bien existe convergencia hacia la integración tecnológica, persisten fragmentación teórica y brechas estructurales, lo que demanda investigación más crítica y contextualizada.

Educational research in the period 2020-2025 has undergone a profound technological and paradigmatic transformation. The objective of this study is to analyze the evolution of knowledge in educational research through a systematic literature review, in order to identify thematic trends, methodological approaches, and persistent gaps. A documentary-descriptive approach was adopted, following the PRISMA 2020 protocol, with searches conducted in Scopus, Web of Science, ERIC, SciELO, and Google Scholar between January and March 2025. From 53 initial records, 20 studies were selected using inclusion criteria (articles in Spanish or English, published between 2020 and 2025, in peer-reviewed journals) and exclusion criteria (book chapters, conference proceedings, theses). Results identified four categories: educational transformation through AI, socioemotional development, digital inequalities, and teacher training. It is concluded that, while there is convergence toward technological integration, theoretical fragmentation and structural gaps persist, demanding more critical and contextualized research.

Número:
Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez
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Artículos de Revisión

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