Learning Ecosystems in Contemporary Education: An Integrative Review

Contemporary education has been marked by structural transformations driven by the advancement of digital technologies, the personalization of learning, and the search for more inclusive models. In this context, learning ecosystems emerge as a strategic approach to articulate pedagogical, technological, and social dimensions, expanding the reach of educational innovation. The objective of this study was to analyze the learning ecosystems in contemporary education, through an integrative literature review, in order to map trends, advances and challenges. The methodology consisted of an integrative review, with searches in databases such as Google Scholar, Scopus, and Web of Science, covering the period from 2020 to 2025. National and international studies with theoretical relevance and methodological rigor were selected, submitted to critical analysis and thematic categorization. The results revealed convergences regarding the potential of ecosystems to promote engagement, autonomy and socio-emotional skills. However, divergences pointed to persistent barriers such as digital inequality, technological fatigue, institutional resistance, and lack of conceptual systematization. It is concluded that learning ecosystems are a promising field, but are still in consolidation. Effectiveness depends on the integration between pedagogical innovation, public policies and social equity, in order to overcome challenges and consolidate this paradigm in the twenty-first century.