Educational Innovation and Constructivist Teaching Models

Abstract

This article presents a systematic review that examines the convergence between educational innovation, emerging technologies, and constructivist teaching models. In the context of a profound transformation of educational environments driven by the development of digital technologies—such as ICT, augmented reality, artificial intelligence, and adaptive learning platforms—the study seeks to answer how these tools can be effectively integrated into teaching-learning processes while maintaining a strong theoretical and pedagogical foundation. The central axis of the research is the constructivist approach, understood as a strategy that places the student as an active protagonist of their own learning and enables the construction of knowledge through experience, critical reflection, and social interaction.

Based on the PRISMA protocol, 124 initial studies were identified through high-impact academic databases. After a rigorous screening and eligibility evaluation process, eight key studies published between 2020 and 2025 were included, meeting the inclusion criteria: high indexing level, application of emerging technologies, and grounding in active teaching methodologies linked to constructivism. The review results indicate that the implementation of advanced technologies, combined with constructivist pedagogical approaches, generates significant improvements in personalized learning, the development of transversal competencies, students' intrinsic motivation, and the overall quality of educational outcomes.

The discussion incorporates theoretical and empirical contributions from various contemporary authors, who highlight both the potential and the challenges of this educational transformation—particularly in Latin American contexts marked by technological gaps, social inequalities, and a lack of teacher training in digital competencies. Nonetheless, successful experiences of progressive implementation—such as b-learning, project-based learning, or the use of adaptive technologies—are highlighted, reinforcing the feasibility of change when institutional will and contextualized pedagogical strategies are present.

The study concludes that the key to educational innovation does not lie solely in technology, but in its coherent integration into a solid and critical pedagogical model. Constructivism, in dialogue with theories such as Kolb’s experiential learning and Gardner’s multiple intelligences, offers a consistent theoretical framework to guide this process. Therefore, a vision of progressive educational transformation is proposed, centered on strengthening teaching capacity, technological equity, and cultural contextualization as necessary conditions for advancing toward an inclusive, relevant, and sustainable education in the 21st century