<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000201153</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i33.789</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje en la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies in education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem na educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamán Hinostroza]]></surname>
<given-names><![CDATA[Edward]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coahila Huallpa]]></surname>
<given-names><![CDATA[Evelin Susan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza Cosi]]></surname>
<given-names><![CDATA[Every Yuliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>33</numero>
<fpage>1153</fpage>
<lpage>1166</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000201153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000201153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000201153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Durante muchos años las estrategias de aprendizaje se han convertido en un procedimiento educativo importante para la enseñanza de los docentes, pese a sus ventajas existe un porcentaje de alumnado no ha podido alcanzar el desempeño esperado, más aún en la pandemia del COVID-19 y otros factores. Por ello, el objetivo del estudio fue analizar las estrategias de aprendizaje en el sistema educativo. El artículo se desarrolló mediante un método de revisión sistemática, mediante las fuentes de datos de Dialnet, Scielo, Scopus, Researchgate y Google Schoolar los resultdos de búsquedas arrojaron para el análisis 40 artículos, aplicando criterios de inclusión y exclusión. Se concluye que las estrategias de aprendizaje revelan relaciones entre variables cognitivas, motivacionales y metacognitivas que influyen en el aprendizaje más allá de la cognición, donde todo se reduce a una filosofía de aprendizaje y enseñanza que ve a los estudiantes como agentes activos responsables de la calidad del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT For many years learning strategies have become an important educational procedure for the teaching of teachers, despite its advantages there is a percentage of students have not been able to achieve the expected performance, even more so in the COVID-19 pandemic and other factors. Therefore, the aim of the study was to analyze learning strategies in the educational system. The article was developed through a systematic review method, using Dialnet, Scielo, Scopus, Researchgate and Google Schoolar data sources, the search results yielded 40 articles for analysis, applying inclusion and exclusion criteria. It is concluded that learning strategies reveal relationships between cognitive, motivational and metacognitive variables that influence learning beyond cognition, where everything is reduced to a philosophy of learning and teaching that sees students as active agents responsible for the quality of learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Por muitos anos, as estratégias de aprendizagem se tornaram um procedimento educacional importante para o ensino dos professores, apesar de suas vantagens, há uma porcentagem de alunos que não conseguiram atingir o desempenho esperado, ainda mais na pandemia de COVID-19 e outros fatores. Portanto, o objetivo do estudo foi analisar as estratégias de aprendizagem no sistema educacional. O artigo foi desenvolvido por meio de um método de revisão sistemática, utilizando as fontes de dados Dialnet, Scielo, Scopus, Researchgate e Google Schoolar, os resultados da pesquisa renderam 40 artigos para análise, aplicando critérios de inclusão e exclusão. Conclui-se que as estratégias de aprendizagem revelam relações entre variáveis cognitivas, motivacionais e metacognitivas que influenciam a aprendizagem além da cognição, onde tudo se resume a uma filosofia de aprendizagem e ensino que vê os alunos como agentes ativos responsáveis pela qualidade da aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Sistema educativo]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Educational system]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Sistema educacional]]></kwd>
</kwd-group>
</article-meta>
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