Cognitive-Based Learning of Morals for Social Tolerance Character in Elementary School Students: A Systematic Literature Review
DOI:
https://doi.org/10.56294/saludcyt20251715Keywords:
Cognitive-based learning, social tolerance, character education, elementary school, moral development, inclusive educationAbstract
This study presents a Systematic Literature Review (SLR) aimed at analyzing the measurable contributions of cognitive-based learning to the development of social tolerance character in elementary school students. In response to increasing incidents of social intolerance among youth, this review synthesizes empirical findings from both national and international studies that explore the intersection of cognitive learning strategies, moral development, and inclusive education. Guided by the PICO framework—Population (elementary students), Intervention (cognitive-based learning), Comparison (conventional methods), and Outcome (improved social tolerance)—this study identifies effective instructional models such as moral dilemma discussions, perspective-taking exercises, and inclusive classroom practices. These strategies have been shown to significantly improve empathy, respect for diversity, and conflict resolution skills among young learners. Furthermore, the review utilizes bibliometric analysis via VOSviewer to map prevailing research themes, strengthening the evidence base and highlighting knowledge gaps. Implementation challenges such as limited teacher training, insufficient policy support, and lack of resources are also addressed. The article concludes with strategic recommendations for integrating cognitive-based learning into character education curricula, emphasizing cross-sector collaboration among educators, policymakers, and families. The novelty of this study lies in its methodological integration of thematic and bibliometric analysis, and in offering a practical framework for enhancing moral and social competence through structured cognitive learning in diverse educational settings.
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