Fuentes históricas como recurso didáctico en el aprendizaje de estudiantes universitarios hispanohablantes: una revisión sistemática
Historical sources as instructional resources for spanish-speaking university students: a systematic reviewBarra lateral del artículo
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Contexto: Los documentos primarios se erigen como pilares esenciales en la educación superior actual, ya que fomentan el razonamiento analítico y la conciencia histórica dentro de los entornos académicos de habla hispana. Objetivo: analizar el impacto de las fuentes históricas como recurso didáctico en el aprendizaje de estudiantes universitarios hispanohablantes, mediante la evidencia empírica publicada de 2019 a 2025. Metodología: correspondió a una revisión sistemática con diseño cualitativo, empleando la técnica PRISMA 2020 y como instrumento una matriz de análisis de contenido; la búsqueda se realizó en Scopus y Web of Science. Se identificaron inicialmente 218 registros, depurados hasta 20 estudios incluidos. Resultados: el 65% de los estudios reportaron mejora significativa en el pensamiento histórico y el 55% destacaron el papel de los recursos digitales. Conclusión: Las fuentes históricas redefinen la didáctica universitaria al transformar la enseñanza en un proceso interactivo orientado a la formación crítica.
Background: Primary sources serve as essential pillars in higher education, fostering analytical reasoning and historical consciousness within Spanish-speaking academic environments. Objective: To analyze the impact of historical sources on the learning outcomes of Spanish-speaking university students, based on empirical evidence published from 2019 to 2025. Methods: Following PRISMA 2020 guidelines, a systematic review was conducted using Scopus and Web of Science. From an initial pool of 218 records, 20 studies were selected for content analysis. Results: Results show that 65% of the analyzed studies reported significant improvements in historical thinking, while 55% highlighted the critical role of digital resources. Conclusion: Historical sources redefine university pedagogy by transforming instruction into an interactive process oriented toward critical thinking and analytical formation.
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