Pedagogical strategies for the development of civic competencies mediated by Moodle: a systematic review
Abstract
This article presents an investigation into the convergence between educational technology and civic education in contemporary higher education. The objective was to analyze, through a systematic literature review, the pedagogical strategies mediated by the Moodle platform that foster the development of citizen competences, based on scientific evidence published over the last decade. The methodology was based on the PRISMA 2020 protocol, conducting an exhaustive search in databases such as Scopus and ProQuest, which resulted in the selection and critical analysis of 21 high-impact articles. The results reveal that the most effective strategies are Problem-Based Learning (PBL), cooperative learning, and responsive curricular design, which, when integrated into Moodle, transform tools such as forums and wikis into spaces for democratic deliberation and media literacy. A direct correlation was identified between the use of these virtual environments and the strengthening of critical consciousness, social justice, and students' ability to face the challenges of the Fourth Industrial Revolution, such as disinformation and Artificial Intelligence (AI) Literacy. Moodle mediation transcends content management to become a vital pedagogical ecosystem that promotes active global citizenship; however, its success depends on effective teaching leadership and curricular flexibility that allows for the connection of virtual practice with the social and ethical reality of students in disadvantaged local and global contexts.
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