Revisión sistemática sobre Recursos Educativos Abiertos en la enseñanza de Lengua y Literatura / Systematic review about Open Educational Resourcesin the teaching of Language and Literature
DOI:
https://doi.org/10.17398/1988-8430.44.129Palabras clave:
recursos educativos abiertos, didáctica de las lenguas y las literaturas, innovación educativa, revisión bibliográficaResumen
Esta investigación presenta una revisión sistemática sobre el uso, percepción e impacto de los REA en la Didáctica de la Lengua y la Literatura. Siguiendo el protocolo PRISMA 2020 y el marco ReSiste-CHS, se analizó un corpus de 55 artículos publicados tras la Recomendación de la UNESCO (2019). Los resultados revelan un crecimiento de la producción científica, con un cénit en 2023 impulsado por la digitalización post-pandemia. Se observa una hegemonía del Norte Global y una concentración masiva en Educación Superior (81.8%), orientada a la escritura académica y la enseñanza del inglés. Respecto a la competencia comunicativa, los REA transitan de destrezas tradicionales hacia alfabetizaciones multimodales, translingüismo y literacidad crítica. Se concluye una valoración positiva de docentes y estudiantes, quienes perciben estos recursos como dispositivos de innovación que promueven la justicia social y el empoderamiento docente. No obstante, persisten barreras técnicas y vacíos de investigación en etapas obligatorias y en el estudio del español como lengua vehicular.
Abstract
This research presents a systematic review of the use, perception, and impact of OER in the Didactics of Language and Literature. Following the PRISMA 2020 protocol and the ReSiste-CHS framework, a corpus of 55 articles published after the 2019 UNESCO Recommendation, was analyzed. Results reveal a growth in scientific production, peaking in 2023 driven by post-pandemic digitalization. A hegemony of the Global North and a massive concentration in Higher Education (81.8%) is observed, focused on academic writing and English language teaching. Regarding communicative competence, OER transit from traditional skills toward multimodal literacies, translanguaging, and critical literacy. A positive evaluation from teachers and students is concluded, as they perceive these resources as innovation devices promoting social justice and teacher empowerment. However, technical barriers and research gaps persist in compulsory education stages and in the field of Spanish as a language of study.
Keywords: open educational resources; teaching language and literature; educational innovation; systematic literature review.
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