Percepciones estudiantiles sobre el modelo presencial y la transición hacia la educación híbrida: una revisión sistemática de la literatura académica (2020–2024)
DOI:
https://doi.org/10.31637/epsir-2026-2192Palabras clave:
eduación superior, Enseñanza Híbrida, Modalidades Educativas, innovación didáctica, Nuevas Tecnologías, Percepción Estudiantil, plataformas digitales, prismaResumen
Introducción: El presente estudio tuvo como objetivo analizar, mediante una revisión sistemática, la percepción de los estudiantes universitarios frente a la transición del modelo educativo presencial hacia el modelo híbrido en la educación superior, tras la pandemia del COVID-19. Metodología: Se empleó la metodología PRISMA, aplicando criterios de inclusión y exclusión definidos en función de idioma, tipo de documento, población objetivo, pertinencia temática, acceso y base de datos de publicación. La búsqueda se realizó en Scopus, Web of Science y Springer, aplicando operadores booleanos estratégicos. Resultados: Inicialmente se identificaron 185 artículos, de los cuales, tras el proceso de depuración, evaluación de títulos, resúmenes y revisión de texto completo, fueron seleccionados 9 estudios indexados que cumplían con todos los criterios establecidos. Discusión: Los artículos seleccionados evidenciaron que el modelo híbrido ha sido positivamente valorado por los estudiantes, destacándose mejoras en la motivación, satisfacción, adaptación, autonomía y desempeño académico. Asimismo, se observó un reconocimiento de su potencial para enriquecer la experiencia formativa y consolidarse como un enfoque pedagógico sostenible. Conclusiones: En conclusión, los resultados respaldan la viabilidad del modelo híbrido como respuesta a los desafíos pospandémicos en educación superior.
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