Estrategias de aprendizaje autónomo a través de las TIC en estudios sociales: Un enfoque para mejorar la autoeficacia y el rendimiento académico

Abstract

The article examines how autonomous learning strategies mediated by Information and Communication Technologies (ICT) impact self-efficacy and academic performance in social studies. From an exploratory perspective, academic articles published between 2015 and 2023 in databases such as Scopus and Web of Science were reviewed, identifying effective practices, challenges and recommendations. The results highlight that ICTs promote self-regulation and increase the perception of control over learning, which strengthens self-efficacy. In addition, they improve intrinsic motivation through active methodologies such as gamification and project-based learning. In terms of academic performance, ICTs facilitate access to personalized and contextual resources that enrich students' critical understanding. However, obstacles such as the digital divide and the need for training in technological competencies for students and teachers were identified. The study concludes that, although ICTs are promising tools for the personalization of learning and educational equity, their implementation requires inclusive policies, investment in infrastructure and training strategies to ensure a sustained impact on educational processes.

Topics & Concepts