El aprendizaje basado en problemas en la enseñanza de la lectura en educación básica superior

Abstract

The bibliographic study has an Objective: To analyze problem-based learning in the teaching of reading in upper elementary education students through bibliographic research in the digital databases of the Catholic University of Cuenca, to promote reading habits and text comprehension, complemented by specific objectives to identify the definition, impact, characteristics, and teacher-student role of Problem-Based Learning (PBL) in academic reading. Methodology: The methodology used was a bibliographic systematic review matrix with a descriptive-analytical approach. Digital databases of the Catholic University of Cuenca were accessed, including Scopus, Google Scholar, Redalyc, SciELO, among others. Through the study, 15 academic articles published between 2011 and 2025 were selected, documents that address the topic under study. Results: The main results indicate that 88% of teachers and students consider it an effective method for strengthening reading habits; additionally, they recognize the importance of integrating technology to achieve meaningful learning. Most teachers recognize its effectiveness; however, it is limited due to barriers such as a lack of training and innovation. The study highlights that PBL is an effective method for teaching reading, which requires specialized pedagogical support. Conclusion: In short, the educational approach fosters the development of critical and reflective thinking. Reading is the art and process of knowledge construction, serving as a transversal axis that should be considered at all educational levels for comprehensive education. Keywords: problem-based learning, teaching-learning, communication, reading habits, education