Perfiles de estilos de aprendizaje en los diferentes niveles de educación: una revisión sistemática

Profiles of learning styles at the different educational levels: a systematic literature review

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Introducción: Los estilos de aprendizaje constituyen un campo de investigación controvertido en el ámbito educativo contemporáneo, con un debate persistente entre la popularidad docente del concepto y la limitada evidencia sobre su utilidad para mejorar el aprendizaje de los estudiantes en los distintos niveles educativos. Objetivo: Analizar los perfiles de estilos de aprendizaje en los diferentes niveles de educación y la manera en que estos influyen en el aprendizaje de los estudiantes. Metodología: Se realizó una revisión sistemática basada en el método PRISMA 2020, con búsqueda en las bases de datos Scopus y Web of Science. Se identificaron 25 estudios publicados de 2022 a julio de 2026. Resultados: La sistematización identificó predominio del cuestionario VARK como instrumento más aplicado, tendencia a la multimodalidad en estudiantes universitarios de ciencias de la salud, ausencia de asociación entre estilos y rendimiento académico, y utilidad de los estilos como andamiaje pedagógico más que como predictor directo del aprendizaje de los alumnos. Conclusión: Los estilos de aprendizaje persisten como categoría de análisis en la investigación educativa, pero requieren reformulación teórica y metodológica para integrarse en marcos más amplios de personalización sensible al contexto y autorregulación del aprendizaje.
Introduction: Learning styles constitute a controversial field of research in contemporary education, with a persistent debate between the concept's popularity among educators and the limited evidence regarding its usefulness in improving student learning at different educational levels. Objective: To analyze learning style profiles at different educational levels and how these influence student learning. Methodology: A systematic review was conducted based on the PRISMA 2020 methodology, searching the Scopus and Web of Science databases. Twenty-five studies published between 2022 and July 2026 were identified. Results: The systematic review identified the predominance of the VARK questionnaire as the most frequently used instrument, a tendency toward multimodality among university students in the health sciences, an absence of association between learning styles and academic performance, and the usefulness of learning styles as pedagogical scaffolding rather than as a direct predictor of student learning. Conclusion: Learning styles persist as a category of analysis in educational research, but they require theoretical and methodological reformulation to be integrated into broader frameworks of context-sensitive personalization and self-regulated learning.

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Delgado Yolgo, Y., Villafuerte Alvarez, C. A., Zapata Chiroque, J. E., & Quispe Avalos, A. M. (2026). Perfiles de estilos de aprendizaje en los diferentes niveles de educación: una revisión sistemática. Revista Tribunal, 6(17), 1-21. https://doi.org/10.59659/revistatribunal.v6i17.567
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Delgado Yolgo, Y., Villafuerte Alvarez, C. A., Zapata Chiroque, J. E., & Quispe Avalos, A. M. (2026). Perfiles de estilos de aprendizaje en los diferentes niveles de educación: una revisión sistemática. Revista Tribunal, 6(17), 1-21. https://doi.org/10.59659/revistatribunal.v6i17.567

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