Estrategias pedagógicas TIC y procesos cognitivos básicos en educación media rural: una revisión bibliométrica de la integración digital

Andrés Fabián Peña Ubarne

doi:10.70625/rmis/595

Autores/as

Andrés Fabián Peña Ubarne Universidad Metropolitana de Ciencia y Tecnología Autor/a https://orcid.org/0009-0007-6467-6164

DOI:

https://doi.org/10.70625/rmis/595

Palabras clave:

Educación media rural, Tecnologías de la información y la comunicación, Procesos cognitivos básicos, Aprendizaje basado en proyectos, Evaluación formativa

Resumen

Este artículo analiza las tendencias recientes de la literatura científica de alto impacto sobre estrategias pedagógicas transversales mediadas por las tecnologías de la información y la comunicación para fortalecer la percepción, la atención y la memoria en la educación media rural. Se desarrolló una revisión sistemática con apoyo bibliométrico descriptivo sobre 24 artículos publicados entre 2024 y 2025, localizados en seis bases de datos internacionales y seleccionados según criterios de pertinencia temática, calidad editorial y actualidad. El examen del corpus mostró cinco tendencias dominantes: integración pedagógica de la tecnología, procesos cognitivos básicos, aprendizaje basado en proyectos y conectivismo, educación rural y brecha digital, y evaluación formativa con competencias docentes. Los hallazgos indican que los mejores resultados se obtienen cuando la mediación tecnológica se integra en secuencias didácticas estructuradas, con seguimiento continuo y atención a las condiciones del territorio. A su vez, la revisión evidenció un vacío latinoamericano y ausencia de estudios colombianos dentro del corpus seleccionado. Se concluye que la innovación educativa en la ruralidad exige un diseño pedagógico situado, una evaluación continua y una formación docente acorde con las realidades escolares.

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