Conceptions of cooperative learning among regular basic education students: A systematic review

Abstract

This systematic review article analyzes conceptions of cooperative learning among students in regular basic education. The objective was to describe how this strategy is understood—a method in which students work together to achieve common educational goals while simultaneously strengthening interpersonal relationships and their sense of responsibility within the learning process. To this end, a search for scientific articles was conducted in the SciELO and Scopus databases, following PRISMA guidelines for identifying, selecting, and organizing available evidence. Based on pre-established inclusion and exclusion criteria, 20 articles published between 2020 and 2025—focusing on the conceptions and contributions of cooperative learning—were selected. The results indicate that this methodology enhances academic performance and contributes to the development of social skills. Furthermore, it fosters positive interdependence, individual accountability, and collaborative work among students. Likewise, its implementation can promote educational inclusion by creating opportunities for participation, collaboration, and mutual support within the classroom. In conclusion, cooperative learning emerges as a comprehensive pedagogical strategy that integrates the achievement of academic goals with the social and developmental growth of students.