La enseñanza de la creatividad con herramientas digitales emergentes: una revisión sistemática
| Pages | 1-11 |
| Date | 05 July 2026 |
| Published date | 05 July 2026 |
| Author | Nelly Anatila Vallejos Lizarraga,Jesús Emilio Agustín Padilla Caballero |
| Subject Matter | Social Sciences |
La enseñanza de la creatividad con herramientas
digitales emergentes: una revisión sistemática
Teaching creativity with emerging digital tools: A systematic review
Recibido: 10/08/2025 - Aceptado: 12/12/2025
Nelly Anatila Vallejos Lizarraga
https://orcid.org/0000-0001-6959-2081
nellyanatilavallejoslizarraga@gmail.com
Universidad César Vallejo. Lima, Perú
Jesús Emilio Agustín Padilla Caballero
https://orcid.org/0000-0002-9756-8772
jpadillac12@ucvvirtual.edu.pe
Universidad César Vallejo. Lima, Perú
Resumen
Esta revisión sistemática explora los estudios más recientes, publicados entre 2021 y 2025, sobre la enseñanza
de la creatividad en las aulas de Lima mediante herramientas digitales emergentes. Se aplicó el método PRISMA
para identificar, filtrar y seleccionar con rigor 22 artículos científicos clave de bases de datos reconocidas como
Scopus, Web of Science, ScienceDirect y fuentes complementarias. Los hallazgos revelan que herramientas
innovadoras como la gamificación, entornos virtuales, inteligencia artificial, realidad aumentada y makerspaces
activan de manera notable el pensamiento creativo, elevan la motivación y fomentan la implicación activa de los
estudiantes. Estos impactos se intensifican al integrarlas con metodologías pedagógicas dinámicas, como el
design thinking o el aprendizaje basado en proyectos, que invitan a los alumnos a experimentar, colaborar y
resolver problemas reales. Además, el éxito de estas iniciativas depende en gran medida de las competencias
digitales sólidas de los docentes y de políticas institucionales comprometidas con la transformación digital, las
cuales pavimentan el camino hacia prácticas educativas verdaderamente innovadoras y adaptadas al contexto
local. Aun así, surgen desafíos significativos que no pueden ignorarse: la brecha digital limita el acceso equitativo,
la formación docente aún resulta insuficiente en muchos casos y la heterogeneidad metodológica de los estudios
revisados complica las comparaciones. En esencia, la integración pedagógica de estas tecnologías no solo
promueve el desarrollo pleno de la creatividad educativa, sino que emerge como un eje estratégico esencial para
renovar y potenciar los procesos formativos en el siglo XXI.
Palabras clave: creatividad, herramientas digitales emergentes, educación, metodologías activas, transformación
digital.
Abstract
This systematic review explores the most recent studies, published between 2021 and 2025, on teaching creativity
in Lima classrooms using emerging digital tools. The PRISMA method was applied to rigorously identify, filter, and
select 22 key scientific articles from recognized databases such as Scopus, Web of Science, ScienceDirect, and
complementary sources. The findings reveal that innovative tools such as gamification, virtual environments,
artificial intelligence, augmented reality, and makerspaces significantly activate creative thinking, increase
motivation, and foster active student engagement. T hese impacts are am plified when integrated with dynamic
pedagogical methodologies, such as design thinking or project-based learning, which encourage students to
experiment, collaborate, and solve real-world problems. Furthermore, the success of these initiatives depends
largely on teachers' strong digital skills and institutional policies committed to digital transformation, which pav e
the way for truly innovative educational practices adapted to the local context. Even so, significant challenges arise
that cannot be ignored: the digital divide limits equitable access, teacher training remains insufficient in many
cases, and the methodological heterogeneity of the reviewed studies complicates comparisons. Essentially, the
pedagogical integration of these technologies not only promotes the full development of educational creativity but
also emerges as an essential strategic axis for renewing and enhancing educational processes in the 21st century.
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