Metodologías activas y narrativas digitales para fortalecer la comprensión lectora, la producción escrita y el pensamiento crítico en estudiantes de Educación Básica y Bachillerato.

Abstract

Active learning methodologies and digital storytelling (DST) offer promising ways to strengthen reading, writing, and critical thinking skills. However, evidence on their explicit integration in school settings remains limited. This study aimed to systematically examine empirical evidence on the effects and contributions of active learning methodologies, DST, and their integration on reading comprehension, written production, and critical thinking among primary and secondary school students, or equivalent K–12 levels. A systematic review was conducted following PRISMA 2020 guidelines, with searches carried out in ERIC and Google Scholar using Publish or Perish. A total of 2,269 records were identified. After duplicates were removed, 2,082 records were screened and 20 proceeded to full-text retrieval. Fifteen full-text reports were retrieved, one of which was excluded because the study population did not meet the K–12 eligibility criterion, leaving 14 studies for the narrative synthesis. The findings suggest that active learning methodologies can support student participation, cooperation, knowledge production, and reflection. DST studies, in turn, reported predominantly favorable findings for reading comprehension, writing, and critical thinking through narrative and multimodal learning processes. Nevertheless, only one study explicitly combined an active learning methodology with DST. Overall, the two approaches appear to offer potentially complementary pedagogical mechanisms, but the current evidence base is still too limited to conclude that their integration is more effective than either approach used independently.