Experiencias de aprendizaje de mujeres universitarias de carreras STEM: una revisión sistemática
DOI:
https://doi.org/10.22201/iisue.20072872e.2026.50.2039Palabras clave:
educcación de la mujer, educación STEM, educación superior, igualdad de género, inclusión socialResumen
La educación STEM es imprescindible para impulsar la innovación, el crecimiento económico y dar solución a problemas mundiales. El objetivo de esta investigación es analizar las experiencias de aprendizaje en STEM de mujeres en educación superior. Se realizó una revisión sistemática basada en las directrices de la declaración PRISMA, técnicas bibliométricas y la estrategia PEO, en la que se incluyeron 15 artículos empíricos de Scopus, Web of Science, JSTOR y EBSCOhost. Los resultados muestran que las experiencias de aprendizaje más efectivas son aquellas diseñadas con enfoque interseccional que integran contenidos rigurosos con estrategias de inclusión, que validan la identidad de las estudiantes y reconocen las trayectorias no lineales en campos tradicionalmente masculinizados. Se identificaron cuatro categorías emergentes: identidad y pertenencia, modelos a seguir y mentoría, pedagogías inclusivas y colaborativas e intervenciones y estrategias educativas.
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