Effectiveness of guided tasks as a pedagogical strategy to strengthen meaningful learning at a global level

Abstract

Guided tasks have emerged as an effective pedagogical strategy for strengthening meaningful learning. These consist of activities planned and guided by the teacher, which aim to guide students in the application, analysis, and reflection of the content covered in the classroom. The objective of this study was to identify the effectiveness of guided tasks as a pedagogical strategy for strengthening meaningful learning at a global level. A documentary design methodology was applied, and the study type is explanatory and bibliographic. Various studies have shown that the systematic implementation of guided tasks improves academic performance and content comprehension by promoting active and conscious student participation in their learning process. Furthermore, these activities facilitate the connection between theory and practice, which promotes the transfer of knowledge to real and meaningful situations. Evidence from various studies and international organizations has indicated that student-centered pedagogical strategies, such as guided tasks, contribute significantly to improving educational quality and learning outcomes. Student-centered, as in conclusion: The effectiveness of directed tasks as a pedagogical strategy is relevant to strengthening meaningful learning and responding to current educational demands in different contexts and levels of the education system worldwide.