Copyright (c) 2026 Revista Contacto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This article analyzes the integration of two fundamental pedagogical approaches: Skinner's Behaviorism and Vygotsky's Constructivism, with the aim of understanding how their combination can strengthen the teaching-learning process. Although they are different theories, both can complement each other to enrich educational practice. Behaviorism, based on operant conditioning and reinforcement, and social constructivism, focused on social interaction and the zone of proximal development, offer valuable contributions to overcoming cognitive difficulties through the guidance of others. The study was developed from a qualitative approach and a reflective analytical scope, oriented towards the critical interpretation of both perspectives. Due to its theoretical nature, it was based on a rigorous literature review, selected according to criteria of relevance and topicality. Scientific articles, books, and studies available in databases such as Scielo, Dialnet, and Redalyc were consulted. The findings show that operant conditioning and reinforcement are useful tools for regulating behavior, promoting motivation, and strengthening study habits. At the same time, social mediation, the zone of proximal development, and language remain relevant in educational practice, as they facilitate collaborative knowledge construction and active participation. The analysis reveals a hybrid pedagogical model that integrates behavioral reinforcement within the zone of proximal development, enabling meaningful, dynamic, and self-regulated learning. It is concluded that the combination of both theories offers a more comprehensive pedagogical approach to improving academic performance, fostering teamwork, and promoting autonomy. This integration allows teachers to adapt to changes in contemporary education, marked by personalized and collaborative demands characteristic of a global and digitized context.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
