Multiple perspectives on learning styles based on a systematic review

Abstract

The purpose of this article is to analyze the multiple perspectives on learning styles in basic education, based on a systematic review using the PRISMA methodology. Within this framework, a search range was established between the years 2020 and 2025, which was the main inclusion criterion for the search in the SciELO and Google Scholar databases. The advanced search was performed using the Boolean operator AND, excluding all information that did not meet the defined criteria, focusing the analysis on the terms “learning styles” and “learning theories.” An effort was made to identify approaches with diverse perspectives within the education sector, without considering the country or context of the studies as an exclusion criterion. Only articles written in languages other than Spanish were discarded, in order to facilitate a better understanding and approach to the content. The final selection included a total of 23 papers, which propose a worldview on different ways of learning. The findings reveal that teachers can adapt their methodologies to enhance student academic performance, considering their individual needs, as well as the affective and cognitive components involved in the learning process.