Constructivism in current education: relevance, contributions and challenges
Article Sidebar
Main Article Content
Abstract
Constructivism has established itself as one of the most influential pedagogical approaches in contemporary education, as it conceives learning as an active process of knowledge construction mediated by experience, social interaction, and context. The aim of this study was to analyze the relevance, contributions, and main challenges of constructivism in current educational settings. The research adopted a qualitative approach with a descriptive and documentary design, based on the review and analysis of indexed scientific literature published between 2021 and 2026. The analysis identified central categories related to meaningful learning, the student’s active role, the teacher’s mediating function, formative assessment, and the pedagogical integration of educational technologies. The results show that constructivism continues to provide solid theoretical foundations for the design of educational practices focused on the development of competencies, critical thinking, and learner autonomy. However, challenges related to teacher training, institutional conditions, and the alignment between pedagogy and technology were also identified. It is concluded that constructivism remains fully relevant, provided that it is applied through continuous processes of reflection, innovation, and adaptation to contemporary educational contexts.
Downloads
Article Details
Section
Notice: Deprecated: The template at plugins/themes/bootstrap3/templates/plugins/generic/citationStyleLanguage/citationblock.tpl has moved and will not be found in the future. in /home/revistac/public_html/lib/pkp/classes/plugins/Plugin.php on line 468
How to Cite
References
Acuña, M. L., Roncal, L. E., Portal, M. D., & Rojas, O. M. (2022). La retroalimentación reflexiva y logros de aprendizaje en educación básica: una revisión de la literatura. Ciencia Latina Revista Científica Multidisciplinar, 6(2), 3242-3261.
Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1-10.
Betti Galasso, B. J. (2026). Inteligencia artificial generativa y formación docente: Competencias emergentes en América Latina–una revisión de alcance. Actualidades Investigativas en Educación, 26(1), 1-43.
Bruner, J. (1986). Juego, pensamiento y lenguaje. Perspectivas, 16(1), 79-85.
Castillo, R. A., Uvidia, N. P., Lirio, T. M., Reyes, A. G., Solorzano, J. E., & Soto, E. R. (2023). El impacto de los nuevos modelos pedagógicos ante las actualizaciones digitales y tecnológicas. Revista Científica Multidisciplinar G-nerando, 4(2), 665-684.
Castillo, Y. A. (2025). Percepciones Docentes sobre el Enfoque por Competencias en la Planificación Educativa: Una Revisión Sistemática. Revista Veritas de Difusão Científica, 6(2), 4341- 4360.
Cevallos-Macías, G. M., Hermann-Acosta, A., & Zambrano-Acosta, J. M. (2024). Las competencias tecno-pedagogicas en los docentes: Revisión Sistemática de literatura en educación en el contexto iberoamericano. Journal Scientific MQRInvestigar, 8(1), 260-287.
Doolittle, P. (1997). Vygotsky’s zone of proximal development as a theoretical foundation for cooperative learning (Vol. 8). Journal on Excellence in College Teaching.
Figueroa, M. A., & Ruelas, I. J. (2022). La Importancia del Trabajo Colaborativo en Estudiantes del Nivel Primario: Revisión Sistemática de Literatura. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 12612-12629.
Gómez Zúñiga, F. (2021). Relación entre la Planificación Estratégica y Gestión del Conocimiento. Horizontes Revista de Investigación en Ciencias de la Educación, 5(21), 336-342.
Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction (MJLI), 19(1), 147-181.
Huamaní, L. E., Vacas-Gonzales, F. A., & Trujillo, B. P. (2023). Evaluación formativa y desarrollo de competencias en el proceso educativo: Una revisión sistemática. Horizontes Revista de Investigación en Ciencias de la Educación, 7(30), 2020-2044.
Mishra, N. R. (2023). Constructivist approach to learning: An analysis of pedagogical models of social constructivist learning theory. Journal of research and development, 6(01),, 6(1), 22-29.
Morales-Loor, K. P., Romero-Amores, N. V., Bayas-Jaramillo, C. M., & Vasco-Delgado, J. C. (2025). Integración de la tecnología en la formación docente: Tendencias y desafíos: Integration of technology in teacher education: Trends and challenges. Multidisciplinary Latin American Journal (MLAJ), 1, 448-467.
Piaget, J. (1972). A structural foundation for tomorrow's education. Prospects, 2(1), 12-27.
Ramos Huacho, M. E., Vega Vilca, C. S., Rojas Espinoza, B. I., & Pilar Bueno, W. T. (2025). Metacognitive strategies in learning: Systematic review. Horizontes Revista de Investigación en Ciencias de la Educación, 9(37), 1514-1525.
Rincón, Y. R., Munárriz, A., & Ruiz, A. M. (2024). A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection. The International Journal of Management Education, 22(3), 101072.
Saldaña, J. J. (2022). La evaluación formativa en la educación. Comuni@cción: Revista de investigación en comunicación y desarrollo, 13(2), 149-160.
Vygotsky, L. (2011). Interaction between learning and development. Linköping, Sweden: Linköpings universitet.
Waite-Stupiansky, S. (2022). Jean Piaget's constructivist theory of learning. In Theories of early childhood education (pp. 3-18). Routledge.