Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation. El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.

The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed.

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.

The transformation of educational processes, derived from the technological disruption that has taken place in the educational field, has allowed for the development of certain methodologies and techniques that place emphasis on the students as an active element in their own learning. Among these methodologies is learning based on video games. Serious games are video games with an explicit educational objective, that facilitate the generation of motivating contexts, promoting relevant experiences, and with the possibility of creating challenges of a systemic nature. With a systematic literature review (SLR) methodology, this study analysed the pedagogical models and/or approaches that are implemented in the teaching–learning processes brought about by the use of serious games, with the aim of evidencing the potentialities derived from the conception of the video game as an educational resource. The results show a clear conceptual network in relation to the analysed subject, with little interaction between selected studies. A variety of pedagogical models were identified, pertaining to the use of serious games as an educational resource in the classroom context. As an overall conclusion, there is no one reference model able to generate a single pedagogy for serious games.

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