Evidências empíricas sobre intervenções para fortalecer as habilidades de aprendizagem em estudantes universitários: uma revisão da literatura
DOI:
https://doi.org/10.21803/penamer.19.39.1055Palavras-chave:
Aprendizagem, Autorregulação, Ensino superior, Habilidades de aprendizagem, Intervenções educacionaisResumo
Introdução: Nas últimas décadas, as instituições de ensino superior têm enfrentado cada vez mais desafios no que diz respeito ao desempenho acadêmico, à retenção de alunos e à necessidade de promover competências que facilitem uma aprendizagem mais autodirigida e autorregulada. A pesquisa em educação tem intensificado seu foco em como cultivar habilidades cognitivas, metacognitivas, autorregulatórias, socioemocionais e digitais em estudantes universitários (Hattie, 2009; Panadero, 2017; Zimmerman & Schunk, 2011). Objetivo: Este artigo explora as evidências empíricas relacionadas
a intervenções criadas para potencializar as habilidades de aprendizagem no ensino superior. Metodologia: Por meio de uma análise de pesquisas publicadas entre 2016 e 2025, são identificados padrões teóricos e metodológicos, destacadas as principais linhas de intervenção e analisados os efeitos observados, além de serem indicadas algumas lacunas que ainda persistem no estudo. Conclusões: o texto considera como isso pode afetar a concepção de programas baseados em evidências e sugere várias diretrizes para pesquisas futuras que busquem tornar essas intervenções mais eficazes, pertinentes e sustentáveis no âmbito acadêmico.
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