Marco integrador, principios, componentes e impacto en la calidad educativa: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.22218388Palabras clave:
Dirección Científica Educacional, liderazgo basado en evidencias, gestión escolar, toma de decisiones informada, mejora educativa, eficacia escolarResumen
Este artículo tiene como objetivo analizar el concepto de Dirección Científica Educacional (DCE), delineando sus principios fundamentales, componentes estructurales y la evidencia empírica sobre su impacto en la mejora de la calidad educativa. Asimismo, busca proponer un marco integrador que supere los modelos de gestión intuitivos o puramente administrativos. En cuanto a la metodología abordada, se realizó una revisión sistemática y narrativa de la literatura internacional publicada entre 2011 y marzo de 2026. La búsqueda se realizó en bases de datos académicas especializadas de alto impacto (Scopus, Web of Science y ERIC), complementada con consultas en Google Scholar para garantizar la exhaustividad. Los hallazgos revelan que la DCE se sustenta en cuatro pilares interconectados: 1) el uso sistemático de datos e investigaciones para la toma de decisiones, 2) la implementación de intervenciones pedagógicas con apoyo empírico, 3) la promoción de una cultura de evaluación y mejora continua, y 4) el liderazgo distribuido y capacitador. La literatura confirma una correlación positiva entre la aplicación de estos principios y el logro académico estudiantil, el desarrollo profesional docente y la eficacia organizacional de los centros educativos. En conclusión, la Dirección Científica Educacional emerge como un paradigma esencial para enfrentar los complejos desafíos de los sistemas educativos contemporáneos. Su adopción requiere directivos que actúen como "investigadores en acción", fomentando organizaciones que aprenden.
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