Aprendizaje colaborativo en Educación Media Superior: implicaciones cognitivas, socioemocionales y pedagógicas

Abstract

The present study aimed to identify the implications of collaborative learning reported in the scientific literature published between 2021 and April 2026, as well as to analyze its relevance in upper secondary education. To achieve this, a scoping literature review was conducted based on the PRISMA-ScR guidelines. The search was carried out in databases and repositories, including SciELO, Redalyc, Dialnet, Google Scholar, and institutional repositories, using terms related to collaborative learning, cooperative learning, and collaborative work. After applying the inclusion and exclusion criteria, the relevant studies were selected for analysis. The findings were organized into three dimensions: cognitive, socioemotional, and pedagogical. The results indicate that collaborative learning promotes the co-construction of knowledge, critical thinking, and academic achievement. In addition, socioemotional benefits were identified, including increased motivation, empathy, communication, respect, and a stronger sense of belonging. From a pedagogical perspective, the findings highlight the importance of instructional planning and the teacher's role as a facilitator of learning. Challenges were also identified, such as resistance among some students and teachers, as well as the need to strengthen teacher professional development. Finally, the study confirms the relevance of collaborative learning as an effective strategy for fostering the comprehensive development of students in upper secondary education.