Active Learning in Students of Basic Education Below the Middle Level

Aprendizaje Activo en los Estudiantes de Educación Básica Subnivel Medio

Abstract

The absence of active pedagogical strategies in Latin American public schools limits the cognitive development of sub-intermediate basic education students aged 9 to 11, a stage in which learning habits consolidate with particular intensity. The objective was to analyze the influence of active learning on basic education students at the sub-intermediate level in Ecuador, 2024. A qualitative, inductive bibliographic-documentary review was conducted. A systematic search in SciELO, Google Scholar, and ProQuest identified 70 records; 50 articles were selected through inclusion criteria and distributed across three analytical dimensions: social interaction (18), constructivist learning (17), and autonomous learning (15). Content analysis was applied as the analytical technique. Three qualitative patterns were identified: assertive social interaction as a conditioner of classroom climate, formative assessment as a constructivist feedback mechanism, and metacognitive strategies as the core of autonomous learning. The three patterns operated interdependently. It is concluded that active learning exerts a positive, three-dimensional influence on sub-intermediate students, transforming both the learner and teaching practice. Its effectiveness depends on the integrated implementation of all three dimensions, which requires teacher training policies oriented toward designing active learning environments.