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

Abstract

This systematic review analyzes the impact of cooperative learning on university students between 2019 and 2025. Using the PRISMA methodology, 20 studies indexed in Scopus, SciELO, and Latindex 2.0 were selected, focusing on three 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. This type of learning was shown to enhance 21st-century cross-cutting skills—teamwork, effective communication, and leadership—as well as successfully adapt to virtual and hybrid environments, even during the pandemic. The studies highlight its effectiveness in fostering shared responsibility, critical thinking, and collaborative knowledge building. However, challenges in its implementation were identified, such as teacher resistance to methodological changes and the need for training in cooperative strategies. The evidence suggests that its institutional adoption requires curricular innovation, ongoing teacher training, and technological support. This review provides a foundation for the design of educational policies that prioritize inclusive pedagogical models, aligned with current labor demands and university social responsibility.