Enseñanza basada en la indagación para la formación de investigadores en educación superior: revisión sistemática

• Gallegos-Alvarado , Mónica ^[1] ; Ochoa-Estrada, Ma. Cristina ^[1] ; Ceballos-Herrera, Froylán ^[2] ; Vélez-Jiménez, Dolores ^[3]
  1. [1] Universidad Juárez del Estado de Durango

     Universidad Juárez del Estado de Durango

     México

     
  2. [2] Universidad Anáhuac

     Universidad Anáhuac

     México

     
  3. [3] Universidad Isidro Fabela de Toluca

     Universidad Isidro Fabela de Toluca

     México

     

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• Localización: Educa: revista internacional para la calidad educativa, ISSN-e 2792-7660, Vol. 6, Nº. 1, 2026
• Idioma: español
• DOI: 10.55040/yhr18f02
• Títulos paralelos:
  • Inquiry-based teaching for the training of researchers in higher education: a systematic review
• Enlaces
  • Texto completo
• Resumen
  • español

    La enseñanza basada en la indagación ha emergido como metodología eficaz para la formación de investigadores, promoviendo el desarrollo de habilidades analíticas y críticas al permitir a los estudiantes construir conocimiento de manera autónoma. Este estudio revisa literatura sobre dicha enseñanza en la educación superior, subrayando el rol del docente y las oportunidades de mejora. Mediante una revisión sistemática (PRISMA), se analizaron 14 estudios publicados del 2017 al 2024, resaltando prácticas docentes eficaces. Los resultados revelan que, aunque la enseñanza basada en la indagación fomenta el pensamiento crítico, enfrenta barreras como falta de capacitación docente y limitados recursos tecnológicos. Se sugiere implementar mejoras a través de mayor apoyo institucional.

     

  • English

    Inquiry-based teaching, has emerged as an effective approach for developing researchers, fostering analytical and critical skills by enabling students to construct knowledge autonomously. This study synthesizes literature on IBT in higher education, emphasizing the instructor’s role and opportunities for improvement. Using a PRISMA-guided systematic review, we analyzed 14 studies published between 2017 and 2024, identifying effective instructional practices. Findings indicate that, while inguiry-based teaching  strengthens critical thinking and inquiry skills, persistent barriers remain, including insufficient teacher preparation and limited technological resources. The review recommends targeted faculty development, coherent curricular alignment, and stronger institutional support to enhance implementation quality and sustainability in university settings.

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