Learning styles in Regular Basic Education: Sistematic review 2020-2025
DOI:
https://doi.org/10.33595/2226-1478.17.1467Keywords:
Regular basic education, learning styles, students, pedagogical strategies, academic performanceAbstract
Learning styles (LS) are a fundamental aspect of understanding how students process, organize, and apply information during their schooling. This research aimed to analyze the literature on the predominant LS among students in Basic Regular Education (BRE) between 2020 and 2025. A systematic review was conducted following the PRISMA guidelines, which allowed for the identification, selection, and evaluation of academic studies in ERIC, Redalyc, and SciELO. The search included terms in Spanish and English, and inclusion criteria focused on empirical research and reviews aimed at identifying LS in school-aged children; studies not focused on BRE were also included. The final sample comprised 27 studies that demonstrate the prevalence of the models of David Kolb, VARK, and Peter Honey and Alan Mumford, as well as differences associated with sociocultural context, academic performance, and educational level. The results showed that 65% reported a predominance of visual learning styles and 59% of kinesthetic learning styles in primary and secondary education. These findings underscore the need to adjust pedagogical strategies to strengthen lesson planning and promote inclusive and contextualized practices that foster meaningful learning.
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