Educación en valores y formación integral: una revisión sistemática de estrategias y desafíos en la educación superior
Values education and integral formation: a systematic review of strategies and challenges in higher educationBarra lateral del artículo
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La educación en valores constituye un pilar fundamental de la formación integral en la educación superior, particularmente en los programas de formación docente. El presente artículo de revisión sistemática tuvo como objetivo analizar las estrategias pedagógicas y los desafíos reportados en la literatura científica sobre la educación en valores y su integración curricular en contextos universitarios. Se siguió la metodología PRISMA, realizando búsquedas en las bases de datos Scopus, Web of Science, Scielo, ERIC y Google Scholar, con publicaciones comprendidas entre 1991 y 2026. Se aplicaron criterios de inclusión y exclusión, seleccionando 48 artículos originales para el análisis. Los resultados evidencian que los principales desafíos incluyen la débil integración curricular de los valores, la insuficiente formación axiológica del profesorado y la persistencia de enfoques cognitivistas. Las estrategias más efectivas identificadas fueron el aprendizaje reflexivo, el modelamiento docente, la transversalización curricular y las metodologías activas integradas. Se concluye que la educación en valores requiere intencionalidad pedagógica explícita, formación continua del docente y reconfiguración curricular para lograr una formación integral auténtica.
Values education constitutes a fundamental pillar of comprehensive training in higher education, particularly in teacher education programs. This systematic review article aimed to analyze the pedagogical strategies and challenges reported in the scientific literature on values education and its curricular integration in university contexts. The PRISMA methodology was followed, conducting searches in Scopus, Web of Science, Scielo, ERIC, and Google Scholar databases, with publications from 1991 to 2026. Inclusion and exclusion criteria were applied, selecting 48 original articles for analysis. The results show that the main challenges include weak curricular integration of values, insufficient axiological teacher training, and the persistence of cognitive-focused approaches. The most effective strategies identified were reflective learning, teacher modeling, curricular transversalization, and integrated active methodologies. It is concluded that values education requires explicit pedagogical intentionality, continuous teacher training, and curricular reconfiguration to achieve authentic comprehensive formation.
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