Impact of methodological planning on university learning styles

Abstract

This research focused on analyzing learning styles and their relationship with methodological planning in the university setting, with the aim of identifying dominant models and assessing their influence on academic performance. A systematic review of studies conducted between 2020 and 2025 was conducted using exhaustive searches in widely consulted academic databases. The process allowed us to select and examine those approaches that proved most relevant to understanding how students construct knowledge and adapt to the educational demands of higher education. The results showed the recurring presence of reflective and theoretical styles in technical and health science programs, while in the social sciences and humanities, approaches focused on reading and critical analysis predominated. Similarly, a marked tendency toward the combination of several styles in a single student profile was observed, reflecting the need for flexible and adaptive methodologies. The analysis established a significant relationship between learning styles, the organization of curricular content, and improved academic performance. The importance of an education that considers the diversity of student profiles and promotes the inclusion of differentiated methodological strategies was emphasized. Thus, it was concluded that learning styles constitute a central element in educational planning, as they foster understanding, the development of autonomy, and academic integration in the contemporary university context.