<?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>0210-1696</journal-id>
<journal-title><![CDATA[Siglo Cero]]></journal-title>
<abbrev-journal-title><![CDATA[Siglo Cero]]></abbrev-journal-title>
<issn>0210-1696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Salamanca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0210-16962025000300143</article-id>
<article-id pub-id-type="doi">10.14201/scero.32285</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Importancia de las interacciones y su relación con el aprendizaje: revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Importance of Interactions and their Relationship to Learning Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gordillo Bernal]]></surname>
<given-names><![CDATA[Magdaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado Delgado]]></surname>
<given-names><![CDATA[Víctor Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Antonio Nariño  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Antonio Nariño  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>56</volume>
<numero>3</numero>
<fpage>143</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0210-16962025000300143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0210-16962025000300143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0210-16962025000300143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo fue evidenciar la importancia de las interacciones en el aula y su relación con el aprendizaje desde el marco de la educación inclusiva. Estas interacciones facilitan el desarrollo socioemocional y promueven la participación dentro de procesos de aprendizaje a todos los estudiantes. Para lograr el objetivo de este estudio se implementó la metodología PRISMA (Page et al., 2021), con una muestra de estudios académicos que abordan prácticas pedagógicas que favorecen las interacciones entre docentes y estudiantes dentro de las aulas. El análisis se realizó desde una perspectiva cualitativa, donde se destacaron como principales hallazgos recomendaciones para el uso de estrategias educativas colaborativas, tecnológicas y creativas, así como el apoyo institucional y la formación docente como factores clave en la promoción de interacciones de calidad. Los estudios señalaron la necesidad de un mayor compromiso institucional y políticas más robustas que proporcionen recursos adecuados y formación relevante para los docentes. Finalmente, se sugirió que futuras investigaciones profundicen en la implementación de políticas y programas de formación que consoliden una educación que atienda a las necesidades educativas y sociales de todos los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this article was to demonstrate the importance of classroom interactions and their relationship with learning within the framework of inclusive education. These interactions facilitate socioemotional development and promote participation in learning processes for all students. To achieve the objective of this study, the PRISMA methodology (Page et al., 2021) was implemented, with a sample of academic studies that address pedagogical practices that favor interactions between teachers and students in the classroom. The analysis was conducted from a qualitative perspective, where recommendations for the use of collaborative, technological and creative educational strategies, as well as institutional support and teacher training as key factors in promoting quality interactions were highlighted as the main findings. The studies pointed to the need for greater institutional commitment and more robust policies that provide adequate resources and relevant training for teachers. Finally, it was suggested that future research should delve deeper into the implementation of policies and training programs that consolidate an education that addresses the educational and social needs of all students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Interacción social]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="en"><![CDATA[Social interaction]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
</kwd-group>
</article-meta>
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