COMMUNICATIVE SKILLS IN THE EDUCATIONAL CONTEXT: A LITERATURE REVIEW

Abstract

In today’s educational context, teachers’ communication skills are recognized as a key element to ensure effective, inclusive, and humanizing teaching-learning processes. These competencies encompass dimensions such as active listening, assertive communication, feedback, and the use of verbal and non-verbal language, which directly influence the quality of the school environment, knowledge construction, and students’ socio-emotional development. The review focuses on the period 2020–2025, marked by significant transformations derived from the health crisis, technological advances, and the shift toward participatory pedagogies.

Various studies have addressed this topic, though many of them only partially, emphasizing a single communicative dimension or presenting theoretical perspectives without sufficient practical applicability. Recent research, such as that of Domínguez and Potenciano (2024) or Ríos (2025), shows important progress but also limitations in integrating emotional, pedagogical, and contextual factors. In this regard, there is a need for a broader and more holistic review that identifies gaps, systematizes strategies, and proposes pedagogical guidelines oriented toward transformative action. Methodologically, the review adopted a qualitative documentary analysis, evaluating 15 publications selected from a total of 28, based on criteria of relevance, timeliness, and methodological quality. The findings were organized into categories such as dimensions of communicative competence, contextual factors, pedagogical strategies, and institutional challenges. Despite limitations such as geographical bias and the absence of longitudinal studies, the analysis provides a rigorous and contextualized overview, useful for guiding teacher training and consolidating a more humanizing pedagogy.