Resumen

MEDINA VALER, Wilber. Knowledge management and meaningful learning in elementary school students: a systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.38, pp.1919-1932.  Epub 01-Abr-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i38.1026.

This review addresses the relationship between meaningful learning and reading comprehension, key issues in the current educational environment. The objective was to identify emerging factors that influence this relationship based on the available scientific evidence. The methodology consisted of a search and systematization of studies published up to the year 2023, excluding unverifiable sources or those published after that date. Research with quantitative, qualitative and mixed approaches was selected, covering different educational levels and Ibero-American contexts. The results of the search identified six recurrent factors: reading comprehension, motivation and neuroeducation, knowledge management, active methodologies, educational technologies and teacher training. These elements were analyzed and discussed based on the empirical evidence of the selected studies. It is concluded that meaningful learning and reading comprehension are strengthened through a comprehensive pedagogical approach that considers cognitive, affective and contextual aspects of the educational process.

Palabras clave : Meaningful learning; Reading comprehension; Knowledge management; Neuroeducation; Pedagogical strategies.

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