Constructivismo y transformación pedagógica en la educación superior latinoamericana: una revisión crítica de modelos, prácticas e innovaciones

This article presents a critical review of constructivism and its application in higher education in Latin America. Drawing on the analysis of over forty theoretical and empirical texts, it explores key tensions between pedagogical discourse and institutional practices. A qualitative approach was used, employing thematic coding based on Braun and Clarke’s method, and identifying four main analytical axes: fragmented application of constructivist principles, technological integration with pedagogical purposes, institutional obstacles and cultural resistance, and transformative proposals from critical pedagogy. Findings reveal that although constructivism has been widely adopted in declarative terms, its actual implementation remains limited, constrained by bureaucratic structures, authoritarian academic cultures, and rigid curricula. However, several local experiences offer a redefined, contextual, and transformative perspective of constructivism. The article concludes that constructivism should be understood as a normative horizon for rethinking higher education, rather than a mere instructional technique