Impact of Active Learning Methodologies and Emerging Technologies on the Development of Reading Comprehension and Creative Writing in Language and Literature in Basic Education

Abstract

This study examines the impact of active learning methodologies and emerging technologies on reading comprehension and creative writing among primary school students, situating its findings within current debates on complex problem-solving and systemic educational change. A mixed-methods, quasi-experimental research design was employed, combining quantitative approaches (pre- and post-tests, inferential statistical analysis) with qualitative techniques (observation, semi-structured interviews, and analysis of students’ written work). The intervention incorporated gamification, collaborative learning, and the use of digital narratives and adaptive platforms to foster active engagement and self-regulated learning. Quantitative results reveal statistically significant gains in reading comprehension, as well as in the fluency, coherence, and originality of creative writing. In parallel, the qualitative analysis indicates increased motivation, greater learner autonomy, and the strategic use of digital tools. These findings suggest that the integration of active methodologies with emerging technologies stimulates higher-order thinking and supports the production of multimodal texts required for the development of transversal competencies aimed at addressing complex problems in rapidly changing educational environments. Moreover, the added value of the study lies in its conclusion that the pedagogical integration of these tools holds systemic transformative potential by promoting inclusive, differentiated practices and critical thinking. The study concludes that educational innovation driven by new technologies not only reshapes reading and writing processes but also contributes to structural transformations in educational culture, opening new possibilities for meaningful learning, equity, and curricular flexibility.