Aulas sin fronteras: estrategias adaptativas para personalizar el aprendizaje en bachillerato
DOI:
https://doi.org/10.59169/pentaciencias.v8i2.1817Palabras clave:
aprendizaje personalizado, estrategias adaptativas, bachillerato, instrucción diferenciada, evaluación formativa, autonomía del estudianteResumen
El bachillerato enfrenta el desafío permanente de atender poblaciones estudiantiles con ritmos, estilos y necesidades de aprendizaje profundamente heterogéneos. Ante este escenario, las estrategias adaptativas emergen como respuesta pedagógica capaz de personalizar la enseñanza sin sacrificar la cohesión curricular. El presente artículo tiene como objetivo identificar y sistematizar estrategias de enseñanza adaptativa efectivas para el bachillerato que permitan a los docentes atender la diversidad estudiantil, mejorar los indicadores de aprendizaje y desarrollar la autonomía mediante enfoques personalizados y flexibles. Se empleó un diseño mixto: una revisión sistemática de la literatura (2020-2025) complementada con el análisis de datos empíricos provenientes de tres instituciones de bachillerato ecuatorianas. La búsqueda sistemática en Scopus, Web of Science, ERIC, SciELO y Redalyc arrojó 46 estudios relevantes tras la aplicación de criterios de inclusión y exclusión. Los resultados evidencian que el Diseño Universal para el Aprendizaje (DUA), el aula invertida, el aprendizaje basado en proyectos y la evaluación formativa continua constituyen las estrategias con mayor respaldo empírico, con tamaños de efecto que oscilan entre g = 0,43 y g = 0,64. La integración sinérgica de estas estrategias, mediada por tecnologías educativas contextualizadas y el fortalecimiento de la metacognición docente y estudiantil, produce mejoras sostenidas en el rendimiento académico y en la autonomía del aprendiz. Se concluye que la personalización efectiva requiere no solo repertorio metodológico diverso, sino también condiciones institucionales, formación docente específica y marcos evaluativos formativos que sustenten la flexibilización pedagógica.
Descargas
Citas
Admiraal, W., Lockhorst, D., Post, L. y Kester, L. (2024). Effects of students' autonomy support on their self-regulated learning strategies: Three field experiments in secondary education. International Journal of Research in Education and Science, 10(1), 1-20. https://doi.org/10.46328/ijres.3343
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Hunaiti, M. A. y Al-Shara, I. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), 2218191. https://doi.org/10.1080/2331186X.2023.2218191
Añapa Tapuyo, W. J., Pucuna Sapa, L. R., Villalva Heredia, C. I. y Silva Adriano, L. E. (2025). Tecnologías emergentes en educación: Aprendizaje personalizado y automatizado. Revista Scientific, 10(35), 297-320. https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.35.14.297-320
Ayala Hidalgo , S. A., Montesdeoca Quishpe, M. S., Mejía Tanguila, O. C., Alvarado Diaz, M. L., & Quinzo Guevara, J. I. (2025). Aula Invertida en Educación Secundaria: Una Revisión Sistemática sobre su Impacto en el Rendimiento Académico y la Autonomía del Estudiante. Ciencia Latina Revista Científica Multidisciplinar, 9(4), 3324-3345. https://doi.org/10.37811/cl_rcm.v9i4.18987
Bajaña Calle , O. A., Palacios Campos , J. S., Villaprado Bajaña , L. A., Alvarado Villamar , V. I., & Almendáriz Manzo, L. G. (2025). La metodología de aula invertida para mejorar el aprendizaje autónomo en Física y Matemática en estudiantes de Bachillerato del Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 9(2), 5823-5834. https://doi.org/10.37811/cl_rcm.v9i2.17334
Banihashem, S. K., Gašević, D., Noroozi, O., Jarodzka, H., Joosten-ten Brinke, D. y Drachsler, H. (2025). Optimizing formative assessment with learning analytics. Review of Educational Research. https://doi.org/10.3102/00346543251370753
Bernacki, M. L., Greene, M. J. y Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose(s)? Educational Psychology Review, 33(4), 1675-1715. https://doi.org/10.1007/s10648-021-09615-8
Boardman, A. G., Polman, J. L., Scornavacco, K. et al. (2024). Examining enactments of project-based learning in secondary English language arts. AERA Open. https://doi.org/10.1177/23328584241269829
Brady, A. C., Wolters, C. A. et al. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(4), fe3. https://doi.org/10.1187/cbe.20-12-0289
Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., Reale, J., & Terrenzio, S. (2024). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55, 113–138. https://doi.org/10.1111/bjet.13328
Castelo Barreno, L. F., Aguilar Quevedo, J. E., & Guale Tomalá, Y. J. (2024). La tecnología educativa y su influencia en la experiencia de aprendizaje y rendimiento escolar. aula virtual, 5(12), 688–701. https://doi.org/10.5281/zenodo.12791475
Diaz-Núñez, A. del P., & Arana-Medina, C. M. (2024). Impacto del Aprendizaje Basado en Proyectos en el Rendimiento Académico de Estudiantes Ecuatorianos en Instituciones de Básica Superior. MQRInvestigar, 8(2), 680–695. https://doi.org/10.56048/MQR20225.8.2.2024.680-695
Dumont, H. y Ready, D. D. (2023). On the promise of personalized learning for educational equity. npj Science of Learning, 8, 26. https://doi.org/10.1038/s41539-023-00174-x
Fernández-Morante, C., Cebreiro-López, B., Rodríguez-Malmierca, M.-J., & Casal-Otero, L. (2022). Adaptive Learning Supported by Learning Analytics for Student Teachers’ Personalized Training during in-School Practices. Sustainability, 14(1), 124. https://doi.org/10.3390/su14010124
García-Ros, R., Pérez-González, F., Tomás, J.M. et al. Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Curr Psychol 42, 26602–26616 (2023). https://doi.org/10.1007/s12144-022-03759-8
Griful-Freixenet, J., Struyven, K., Vantieghem, W. y Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, 100306. https://doi.org/10.1016/j.edurev.2019.100306
Gunawardena, M., Bishop, P. y Aviruppola, K. (2024). Personalized learning: The simple, the complicated, the complex and the chaotic. Teaching and Teacher Education, 143, 104346. https://doi.org/10.1016/j.tate.2023.104429
Herrera Barzallo, J. G., Arias Villalba, W. O., Estrella Romero, V. A., & Obando Santillán, D. I. (2024). Aprendizaje autónomo y metacognición en el bachillerato: desarrollo de habilidades para el siglo XXI, una revisión desde la literatura. Zenodo. https://doi.org/10.5281/zenodo.10659690
Karan, B. y Angadi, G. R. (2023). Potential risks of artificial intelligence integration into school education: A systematic review. Bulletin of Science, Technology & Society. https://doi.org/10.1177/02704676231224705
King-Sears, M. E., Stefanidis, A., Evmenova, A. S. et al. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. https://doi.org/10.1016/j.tate.2022.103956
Létourneau, A., Deslandes Martineau, M., Charland, P., Karran, J. A., Boasen, J. y Léger, P. M. (2025). A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education. npj Science of Learning, 10, 29. https://doi.org/10.1038/s41539-025-00320-7
Li, S., Fu, W., Liu, X. y Hwang, G.-J. (2025). Effectiveness of flipped classrooms for K-12 students: Evidence from a three-level meta-analysis. Review of Educational Research, 95(5), 929-971. https://doi.org/10.3102/00346543241261732
Lindner, K.-T. y Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education, 29(12). https://doi.org/10.1080/13603116.2020.1813450
Manobanda Calberto, L. I., Vásquez Guerrero, R. M., García Castro, N. G., & Rumiguano Carrera, D. M. (2022). Aprendizaje Basado en Proyectos como estrategia en la planificación microcurricular de docentes del bachillerato técnico. Ciencia Latina Revista Científica Multidisciplinar, 6(5), 169-187. https://doi.org/10.37811/cl_rcm.v6i5.3067
Montesdeoca Quishpe , M. S., Mosquera Hidalgo, P. M., Mejía Tanguila, O. C., Alvarado Diaz, M. L., & Quinzo Guevara, J. I. (2025). Aplicación del diseño universal para el aprendizaje (DUA) en contextos rurales con limitaciones tecnológicas: un análisis sistemático de la literatura. Ciencia Latina Revista Científica Multidisciplinar, 9(5), 112-136. https://doi.org/10.37811/cl_rcm.v9i5.19620
Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025). Self-directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review. Review of Education, 13, e70028. https://doi.org/10.1002/rev3.70028
Muijs, D. (2020). Metacognition and self-regulation: Evidence review. Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED612286.pdf
Pan, A.-J., Lai, C.-F. y Kuo, H.-C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 101214. https://doi.org/10.1016/j.tsc.2022.101214
Pozas, M., Letzel, V. and Schneider, C. (2020), Teachers and differentiated instruction: exploring differentiation practices to address student diversity. J Res Spec Educ Needs, 20: 217-230. https://doi.org/10.1111/1471-3802.12481
Sibley, L., Fabian, A., Plicht, C. et al. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction, 99, 102141. https://doi.org/10.1016/j.learninstruc.2025.102141
Sibley, L., Lachner, A., Plicht, C. et al. (2024). Feasibility of adaptive teaching with technology: Which implementation conditions matter? Computers & Education, 219, 105108. https://doi.org/10.1016/j.compedu.2024.105108
Smets, W., De Neve, D., & Struyven, K. (2022). Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243–260. https://doi.org/10.1080/09650792.2020.1848604
Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students' conceptions—The potential of learning analytics. British Journal of Educational Technology, 54, 58–75. https://doi.org/10.1111/bjet.13288
Strelan, P., Osborn, A. y Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Topali, P., Haelermans, C., Molenaar, I. & Segers, E. (2025). Pedagogical considerations in the automation era: A systematic literature review of AIEd in K-12 authentic settings. British Educational Research Journal, 51, 2777–2809. https://doi.org/10.1002/berj.4200
Van Schoors, R., Elen, J., Raes, A., & Depaepe, F. (2021). An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends. British Journal of Educational Technology, 52, 1798–1822. https://doi.org/10.1111/bjet.13148
Veugen, M. J., Gulikers, J. T. M. y den Brok, P. (2024). Secondary school teachers' use of formative assessment practice to create co-regulated learning. Journal of Formative Design in Learning, 8, 15-32. https://doi.org/10.1007/s41686-024-00089-9
Voskamp, A., Kuiper, E., & Volman, M. (2022). Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools. Educational Studies, 48(6), 772–789. https://doi.org/10.1080/03055698.2020.1814699
Wagner, M., Gegenfurtner, A. y Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1), 11-31. https://doi.org/10.1024/1010-0652/a000274
Wijnia, L., Noordzij, G., Arends, L.R. et al. The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis. Educ Psychol Rev 36, 29 (2024). https://doi.org/10.1007/s10648-024-09864-3
Winandar, I. Z., & Rifandi, A. (2025). Learning Management System in Optimizing Distance and Independent Learning in Open High School. Journal of Innovation and Research in Primary Education, 4(4), 2314–2323. https://doi.org/10.56916/jirpe.v4i4.2082
Xuan, Q., Cheung, A. C. K. y Sun, D. (2022). The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13, 990196. https://doi.org/10.3389/fpsyg.2022.990196
Zhang, L. y Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Journal of Educational Technology & Society, 23(1), 1–15. https://www.jstor.org/stable/26915403
Ziernwald, L., Hillmayr, D. y Holzberger, D. (2022). Promoting high-achieving students through differentiated instruction in mixed-ability classrooms—A systematic review. Journal of Advanced Academics, 33(4), 540-573. https://doi.org/10.1177/1932202X221112931
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
