ESTILOS DE APRENDIZAJE DE LOS ESTUDIANTES DE EDUCACIÓN SUPERIOR

Abstract

Introduction: Learning styles encompass the diverse preferences that students show in terms of processing, assimilating and retaining information. The theories proposed by Kolb, Honey-Mumford and Neil Fleming have examined these discrepancies in learning styles and classified them into different categories. Objective: To carry out an exhaustive analysis of the learning styles preferred by university students. Methods: Documentary study, through a systematic review of contemporary literature. The sample consisted of 21 studies that met the inclusion and exclusion criteria, which were meticulously selected from important academic databases, such as: Google Scholar, PubMed, Science Direct, Dialnet, Scielo and Semantic, using the PRISMA diagram for the identification, selection and systematic inclusion of relevant studies. Results. University students show various learning styles that are influenced by their respective academic subjects. In the CHAEA model, reflective and theoretical learning styles emerged as the most prevalent, in the fields of health sciences and engineering. According to the VARK model, more than 50% of students employed multimodal learning styles. In the context of Kolb's model, the divergent learning style was frequently associated with health sciences. Conclusions: The research implies that educators must modify pedagogical strategies to accommodate diverse learning styles, thereby improving educational effectiveness and fostering an inclusive academic environment.