Implementación de la pedagogía constructivista para la transformación de entornos universitarios en América Latina

This article presents a critical review of the literature on the implementation of constructivist pedagogy in university settings across Latin America. Based on a comprehensive analysis of over forty academic texts published between 2001 and 2025, five emerging thematic areas are identified: pedagogical innovation, teacher training, educational digitalization, institutional culture, and attention to diversity. The findings reveal a persistent tension between official pedagogical discourse and actual practices within higher education institutions. In many cases, the constructivist approach is adopted superficially, without meaningful changes to bureaucratic structures or the empowerment of faculty. This disconnect limits the transformative potential of the pedagogy. The article concludes that, in order to move toward truly meaningful educational reform, a systemic and integrated approach is required—one that connects pedagogical strategies with institutional governance policies and is grounded in principles of equity and social justice.