Didactic strategies in primary education students: a systematic review

Abstract

Didactic strategies constitute a fundamental pillar in the teaching-learning processes at the primary education level, as they directly impact the cognitive, motivational, and attitudinal development of students. This research aimed to analyze the available scientific evidence on the effectiveness of didactic strategies applied to primary education students through a systematic literature review. The PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol was followed for the search, selection, and analysis of articles published in databases such as Scopus, Web of Science, SciELO, Redalyc, and PubMed between 2020 and 2026. Descriptors such as “didactic strategies”, “primary education”, “active learning”, “gamification”, “cooperative learning”, and “project-based learning” were used. Thirty-five studies meeting the inclusion criteria were identified. The findings show that active didactic strategies —such as cooperative learning (g = 0.79, according to meta-analysis), gamification (significant effect on intrinsic motivation), project-based learning, and interactive digital platforms— produce significant improvements in academic performance, intrinsic motivation, active participation, and socio-emotional skills development in primary school students. Didactic strategies constitute a transformative axis of educational practice at the primary level. However, their effectiveness depends on methodological design, teacher training, and adaptation to specific contexts. Further longitudinal research is recommended to evaluate the sustainability of the observed impacts.