<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662024000400801</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática del Aprendizaje-Servicio digital en instituciones de educación superior en Europa]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic Review of Digital Service-learning in Higher Education Institutions in Europe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Usarralde]]></surname>
<given-names><![CDATA[María-Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tarazona Gil]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbonell Marqués]]></surname>
<given-names><![CDATA[Ángela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valéncia Facultad de Filosofía y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Valéncia Facultad de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>103</numero>
<fpage>801</fpage>
<lpage>827</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662024000400801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662024000400801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662024000400801&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una revisión sistemática de la metodología de Aprendizaje-Servicio (ApS) y su digitalización entre 2019 y 2023, vinculada con el impacto en el estudiantado participante en las instituciones de educación superior europeas. El objetivo es comprobar las competencias adquiridas por el alumnado tras aplicar el ApS combinado con las tecnologías de la información y de la comunicación. Se concluye que, a pesar de que el estudiantado muestra preferencia por la presencialidad, el impacto del ApS digital es beneficioso, incidiendo positivamente sobre las competencias cívicas, digitales, sociales, motivacionales, laborales y didácticas; asimismo, que la digitalización en las aulas constituye un instrumento intersticial para la innovación en la metodología ApS del futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a systematic review of the Service-Learning (in Spanish, Aprendizaje-Servicio or ApS) methodology and its digitization between 2019 and 2023, concerning its impact on the participating students in European higher education institutions. The objective was to test the competencies achieved by the student body after applying ApS combined with information and communication technologies. We conclude that, despite the students&#8217; preference for face-to-face learning, the impact of digital ApS is beneficial, positively influencing civic, digital, social, motivational, work-related, and didactic competencies, and that digitization in the classroom constitutes an interstitial instrument for innovation in the ApS methodology of the future.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje-servicio]]></kwd>
<kwd lng="es"><![CDATA[investigación documental, tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje social]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="en"><![CDATA[service-learning]]></kwd>
<kwd lng="en"><![CDATA[documentary research]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[social learning]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
</kwd-group>
</article-meta>
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