Learning strategies in university students: A systematic review
DOI:
https://doi.org/10.5281/zenodo.17011254Keywords:
learning, teaching, university studentsAbstract
The transition from school to university represents a significant challenge for students, who must navigate new technical terms and disciplines with specific complexities, making it difficult to adopt effective learning strategies. In this context, this study aims to analyze the learning strategies used by university students through a systematic review. To this end, recognized scientific databases such as Web of Science, Scopus, SciELO, and MEDLINE (PUBMED) were consulted, using the term "learning strategies" as the main descriptor. A total of 39 articles were selected and analyzed: 13 from Web of Science, 9 from Scopus, 9 from PUBMED, and 8 from SciELO. The results indicate that strategies to support information processing are the most commonly used by university students. Furthermore, a wide diversity of countries is observed, including institutions and faculty, that incorporate at least one learning strategy as a fundamental part of their educational processes. This analysis highlights the importance of learning strategies in university students' adaptation and academic success, underscoring the need to promote their effective use to enhance the educational process in different institutional contexts. This systematic review thus contributes to deepening the understanding and application of these strategies in higher education.
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