Virtual Learning Models in Doctoral Education: A Review from the Historical-Cultural Perspective

Abstract

Doctoral education currently faces multiple challenges within the context of virtual higher education. This review aims to analyze the main virtual learning models applied in doctoral training from a historical-cultural perspective. A systematic literature review was conducted using scientific databases (Scopus, SciELO, Redalyc, Dialnet), focusing on articles published between 2019 and 2024. Inclusion criteria included thematic relevance, peer review, and full-text availability. The analysis identified various models that foster autonomous, collaborative, and situated learning in virtual environments, such as flipped classroom, communities of practice, project-based learning, and critical tutoring. Furthermore, a growing incorporation of the historical-cultural approach was observed in pedagogical proposals that emphasize mediation, interaction, and the development of the zone of proximal development. However, challenges remain regarding teacher training, theoretical-methodological coherence, and technological infrastructure. It is concluded that the historical-cultural perspective provides substantive contributions to pedagogical innovation in virtual doctoral education by situating learning in meaningful and socially mediated contexts. Future research is recommended to deepen the design and implementation of pedagogical models aligned with this perspective.