<?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>S2616-79642025000100637</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i36.942</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Utilidad de la plataforma Khan Academy en la educación superior: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Utility of the Khan Academy platform in higher education: A Systematic Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Utilidade da plataforma Khan Academy no ensino superior: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Espinoza]]></surname>
<given-names><![CDATA[Moises Deelvis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>36</numero>
<fpage>637</fpage>
<lpage>650</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000100637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000100637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000100637&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las plataformas digitales han transformado la educación superior al facilitar el acceso a recursos interactivos y promover nuevas estrategias de enseñanza y aprendizaje. Khan Academy se ha consolidado como una herramienta que permite a estudiantes y docentes desarrollar conocimientos de manera flexible y autodirigida. Este estudio analizó su utilidad en la educación superior mediante una revisión sistemática. Se aplicó la metodología PRISMA en bases de datos como Scopus, SciELO, EBSCO y Web of Science, seleccionando 13 estudios relevantes. El 95 % de los artículos revisados coinciden en que la plataforma facilita el diseño de módulos didácticos, mejora la comunicación entre docentes y estudiantes y favorece tanto el aprendizaje individual como el colaborativo. Además, se destaca su capacidad para personalizar el proceso de enseñanza, adaptándose a diferentes ritmos y estilos de aprendizaje. Se concluye que su implementación en educación superior contribuye a una enseñanza más dinámica, interactiva y efectiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Digital platforms have transformed higher education by facilitating access to interactive resources and promoting new teaching and learning strategies. Khan Academy has established itself as a tool that allows students and teachers to develop knowledge in a flexible and self-directed manner. This study analyzed its usefulness in higher education through a systematic review. The PRISMA methodology was applied in databases such as Scopus, SciELO, EBSCO and Web of Science, selecting 13 relevant studies. Ninety-five percent of the articles reviewed agree that the platform facilitates the design of didactic modules, improves communication between teachers and students and favors both individual and collaborative learning. In addition, its capacity to personalize the teaching process, adapting to different learning styles and rhythms, is highlighted. It is concluded that its implementation in higher education contributes to a more dynamic, interactive and effective teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As plataformas digitais transformaram o ensino superior ao facilitar o acesso a recursos interativos e promover novas estratégias de ensino e aprendizagem. A Khan Academy se estabeleceu como uma ferramenta que permite que alunos e professores desenvolvam conhecimento de forma flexível e autodirigida. Este estudo analisou sua utilidade no ensino superior por meio de uma revisão sistemática. A metodologia PRISMA foi aplicada em bancos de dados como Scopus, SciELO, EBSCO e Web of Science, selecionando 13 estudos relevantes. 95% dos artigos revisados concordam que a plataforma facilita a criação de módulos didáticos, melhora a comunicação entre professores e alunos e favorece a aprendizagem individual e colaborativa. Além disso, destaca-se sua capacidade de personalizar o processo de ensino, adaptando-se a diferentes ritmos e estilos de aprendizagem. Conclui-se que sua implementação no ensino superior contribui para um ensino mais dinâmico, interativo e eficaz.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Plataforma digital]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Distance learning]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Digital platform]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino a distância]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Plataforma digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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