EDUCATIONAL INNOVATION IN THE DEVELOPMENT OF RELEVANT LEARNING: A SYSTEMATIC LITERATURE REVIEW

Educational innovation was born as a creative idea of change in order to improve skills in and from education. The objective of the study was to analyze the relationship between educational innovation and the development of relevant learning. For this, a systematic literature review (SLR) of 15 articles from the Web of Science and Scopus databases (2015-2021) was carried out, asking: what are the epistemological foundations of educational innovation related to the development of learning relevant? And what are the essential characteristics and relationships of relevant learning developed from educational innovations? It is found that educational innovation can contribute to the distributed leadership of institutions, responding to new training needs and potentialities. In addition, the trends point to a sustainable, inclusive, multidimensional educational innovation, and demands a more active and co-participatory role from the actors in the training process. Finally, epistemological gaps, essential relationships and the regularity of relevant learning are identified. It is concluded that educational innovation must have as a dynamic nucleus the teaching-learning process, articulating a coherent connection between the type of educational innovation to be developed as a tool and the characteristics of the specific relevant learning that it is intended to promote as a goal.