Creative Learning in Language and Literature: Socio-Labor Projects in Ecuadorian Basic Education

Abstract

A systematic review was conducted to identify how socio‑labor projects foster creative learning in Language and Literature within Ecuadorian Basic Education. Search, screening and synthesis procedures followed PRISMA guidelines and focused on mixed‑method studies published between 2015 and 2025 in regional and international databases. The evidence showed that socio‑labor projects increased student engagement, enhanced reading comprehension and writing performance, and stimulated the production of original ideas in collaborative settings. Positive effects were also observed on community awareness and transversal skills such as teamwork and social responsibility. Findings mirrored Latin‑American experiences yet highlighted local challenges related to teacher training, resource availability and curricular flexibility. It was concluded that carefully planned socio‑labor projects are an effective pedagogical strategy to promote creative and meaningful learning in Language and Literature. Institutional measures aimed at continuous professional development and robust school‑community partnerships were recommended to ensure sustainability.

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