Cooperative learning in higher education: a literature review on its influence on university students

Abstract

This systematic review examines the impact of cooperative learning on university students during the period 2019-2025. Using the PRISMA methodology, 20 studies indexed in Scopus, SciELO, and Latindex 2.0 were selected, focusing on three main dimensions: social skills, positive interdependence, and stimulating interaction. The findings, supported by theories such as self-determination, symbolic interactionism, and the zone of proximal development, show significant improvements in active participation, group cohesion, and socio-emotional development. Likewise, cooperative learning enhances 21st-century cross-cutting skills, such as teamwork, effective communication, and leadership, showing adaptability to virtual and hybrid environments, even during the pandemic. The studies reviewed highlight its effectiveness in promoting shared responsibility, critical thinking, and collaborative knowledge construction. However, challenges in its implementation were identified, including teacher resistance to methodological changes and the need for training in cooperative strategies. In this regard, the evidence suggests that its institutional adoption requires curricular innovation, ongoing teacher training, and technological support. In conclusion, this review provides a basis for the design of educational policies that prioritize inclusive pedagogical models, aligned with current labor demands and university social responsibility.