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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Aplicaciones de herramientas digitales para el logro de competencias financieras en estudiantes con discapacidad: una revisión sistemática

Digital tools applications for developing financial competencies in students with disabilities: a systematic review
Publicado
2026-09-15
Introducción: La inclusión financiera de las personas con discapacidad representa un desafío relevante para los sistemas educativos actuales, debido a la necesidad de desarrollar competencias que permitan una participación autónoma en la toma de decisiones económicas y el manejo responsable de recursos. Objetivo: Analizar el uso de herramientas digitales orientadas a mejorar las competencias financieras en estudiantes con discapacidad. Metodología: Se realizó una revisión sistemática basada en el método PRISMA 2020. La búsqueda se efectuó en las bases de datos Scopus, Web of Science, SciELO, Dialnet, Redalyc y Google Académico. Se seleccionaron 25 estudios originales que cumplieron los criterios de elegibilidad establecidos, considerando investigaciones relacionadas con herramientas digitales y educación financiera en estudiantes con discapacidad. Resultados: Los estudios analizados evidenciaron que herramientas como juegos serios, aplicaciones móviles accesibles, simuladores financieros y recursos de realidad aumentada favorecen la comprensión de conceptos relacionados con el uso del dinero, ahorro, planificación de gastos y toma de decisiones económicas. Estas tecnologías mostraron efectos positivos en estudiantes con discapacidad intelectual, visual, auditiva y trastornos del espectro autista. Se identificó predominio de diseños cuasiexperimentales y estudios de caso con muestras reducidas, lo que limita la generalización de los resultados. Conclusiones: Las herramientas digitales adaptadas bajo los principios del Diseño Universal para el Aprendizaje constituyen recursos efectivos para fortalecer las competencias financieras de estudiantes con discapacidad. Sin embargo, persisten desafíos relacionados con accesibilidad, diversidad de necesidades educativas y evidencia longitudinal, que requieren futuras investigaciones para consolidar su impacto educativo.
Introduction: Financial inclusion of people with disabilities represents a significant challenge for contemporary education systems, given the need to develop competencies that enable autonomous participation in economic decision-making and responsible resource management. Objective: To analyze the use of digital tools aimed at improving financial competencies among students with disabilities. Methodology: A systematic literature review was conducted following the PRISMA 2020 methodology. The search was performed in the Scopus, Web of Science, SciELO, Dialnet, Redalyc, and Google Scholar databases. Twenty-five original studies that met the established eligibility criteria were selected, focusing on research addressing digital tools and financial education for students with disabilities. Results: The studies analyzed showed that tools such as serious games, accessible mobile applications, financial simulators, and augmented reality resources facilitate the understanding of concepts related to money management, saving, expense planning, and economic decision-making. These technologies demonstrated positive effects among students with intellectual, visual, and hearing disabilities, as well as those with autism spectrum disorder. Quasi-experimental designs and case studies with small samples predominated, limiting the generalizability of the findings. Conclusions: Digital tools adapted according to the principles of Universal Design for Learning constitute effective resources for strengthening the financial competencies of students with disabilities. However, challenges remain regarding accessibility, the diversity of educational needs, and longitudinal evidence, highlighting the need for further research to establish their long-term educational impact.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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