Analysis of Significant Learning in Higher Education: Usefulness of Fink's Taxonomy: A Systematic Review

Abstract

The present article is a systematic review with the main objective of analyzing the significance of meaningful learning, according to Fink's taxonomy, in higher education, covering the period from 2014 to 2024. Studies applying this methodology were analyzed, evaluating its impact on curriculum design, teaching, and learning. The methodological approach was based on the principles of systematic review and the guidelines of the PRISMA methodology. Primary studies published between 2014 and 2024 in English and Spanish were selected, applying rigorous inclusion criteria. A combination of academic search engines such as Scopus, Google Scholar, Dialnet, and Scielo was used, resulting in a final sample of 31 articles and theses. The findings revealed that Fink's taxonomy has promoted a greater depth of content understanding, improving critical, analytical, and practical application skills in students. However, challenges such as resistance to change by teachers and lack of resources were also identified. Overall, the review highlights the effectiveness of this taxonomy in various educational contexts and the need for curricular adaptations to maximize its impact.