Collaborative learning in students from Ecuador

Abstract

Introduction: This study analyzes the influence of collaborative learning on students in Ecuador by 2025, identifying challenges to its implementation, such as inequalities in academic preparation, socioeconomic differences, lack of resources, and limited teacher training in active methodologies. Materials and methods: A systematic literature review was conducted, consulting 85 documents in databases such as Scopus, EBSCOhost, and SciELO. Fifty of these were selected for in-depth analysis focused on the pedagogical, technological, cognitive, and inclusive dimensions. Results: The analysis revealed that collaborative learning improves academic performance, develops social skills, and fosters critical thinking. However, its effectiveness is moderated by factors such as access to technological resources and teacher training. Discussion: The findings underscore the need to overcome structural barriers and promote a cultural shift in educational practices. The diversity of learning styles enriches group dynamics, while digital tools and models such as the flipped classroom enhance the benefits of collaboration. Conclusions: Collaborative learning is a crucial methodology for developing 21st-century skills in Ecuador, requiring strategic implementation that guarantees equity, inclusion, and robust teacher training to maximize its benefits for all students.