Pedagogical Strategies for the Development of Writing Competence in Primary Education Students: A Systematic Review (2020-2025)

Abstract

Writing competence is an essential component of learning in primary education and requires pedagogical strategies supported by scientific evidence. This study aimed to synthesize the strategies used to develop writing competence through a systematic review of studies published between 2020 and 2025. The PRISMA 2020 guidelines were followed, and methodological quality was assessed using the Mixed Methods Appraisal Tool. The search was conducted in Scopus, Web of Science, ERIC, and ScienceDirect, resulting in the selection of 12 studies. The thematic synthesis made it possible to identify three convergence clusters: explicit instruction and self-regulation, peer interaction with technological mediation, and differentiated interventions according to student development. The findings show that the most effective strategies integrate cognitive, metacognitive, and collaborative processes through systematic teacher mediation. It is concluded that the development of writing competence requires comprehensive, progressive, and contextualized pedagogical approaches.