PANORAMA GLOBAL DEL APRENDIZAJE BASADO EN PROBLEMAS EN LA EDUCACIÓN SUPERIOR: UN ESTUDIO BIBLIOMÉTRICO (GLOBAL OVERVIEW OF PROBLEM-BASED LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC STUDY)
Resumen
Lo que se plantea en este artículo es una revisión bibliométrica sobre el Aprendizaje Basado en Problemas (ABP) en instituciones que imparten educación a nivel universitario, con el objetivo de identificar tendencias de investigación, actores clave, enfoques temáticos y dinámicas de colaboración científica. Mediante el uso de la base de datos de Scopus y la herramienta Bibliometrix utilizando el lenguaje R, se analizaron 401 documentos publicados entre 1979 y 2025. La metodología empleada fue de carácter cuantitativo y descriptivo. Los resultados muestran un crecimiento sostenido de publicaciones, especialmente a partir de 2015, con una alta concentración en países como China, Estados Unidos y España. Se identifican clústeres temáticos vinculados a la educación médica, la innovación pedagógica y el uso de herramientas digitales aplicadas a la enseñanza y el aprendizaje. Además, se analizan dinámicas de coautoría y colaboración internacional, resaltando la limitada participación de regiones como América Latina. Las conclusiones sugieren un avance del ABP como línea pedagógica consolidada, aunque con desigual participación geográfica. Este estudio proporciona una visión panorámica que orienta futuras investigaciones e intervenciones pedagógicas centradas en el ABP.
Palabras Clave: Análisis bibliométrico, Aprendizaje basado en problemas, Educación superior.
Abstract
This article presents a bibliometric review of Problem-Based Learning (PBL) in higher education institutions, aiming to identify research trends, key stakeholders, thematic approaches, and dynamics of scientific collaboration. Using the Scopus database and the Bibliometrix tool (written in R), 401 documents published between 1979 and 2025 were analyzed. The methodology employed was quantitative and descriptive. The results show sustained growth in publications, particularly since 2015, with a high concentration in countries such as China, the United States, and Spain. Thematic clusters linked to medical education, pedagogical innovation, and the use of digital tools applied to teaching and learning are identified. Furthermore, dynamics of co-authorship and international collaboration are analyzed, highlighting the limited participation of regions such as Latin America. The conclusions suggest the advancement of PBL as a consolidated pedagogical approach, albeit with uneven geographical participation. This study provides an overview that guides future research and pedagogical interventions focused on PBL.
Keywords: Bibliometric Analysis, Problem-Based Learning, Higher Education.
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