Systematic review on learning consolidation in university students

Abstract

The study analyzed the importance of deep learning for university students as an essential resource for their professional development, highlighting that, on numerous occasions, traditional memorization-focused teaching limited the potential of such learning. The purpose of the research was to evaluate pedagogical strategies that favored long-term knowledge retention in higher education. To this end, a systematic review of literature published in Spanish in recent years was conducted, based on academic articles and theses available in specialized databases and repositories. The methodology adopted identified a set of relevant research projects that explored various teaching approaches and their effects on learning consolidation. The results indicated that intrinsic motivation, the use of gamification, the development of metacognitive skills, the implementation of the flipped classroom, and distributed practice were consistently associated with greater knowledge retention. In contrast, traditional techniques, such as repetitive memorization and mechanical underlining, did not promote long-term retention, highlighting the need to review the teaching methods used in university education. Based on these findings, it was concluded that it was pertinent to rethink curriculum design and training processes, incorporating active methodologies, ongoing training, and continuous assessment that would strengthen meaningful learning and contribute to a higher education that is substantive, dynamic, and oriented toward the comprehensive development of students.

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