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Collaborative learning is a key pedagogical approach centered on the social construction of knowledge through interaction among students, active participation, and shared responsibility in the learning process. In the context of secondary education, this approach gains relevance due to its potential to promote educational inclusion and contribute to reducing structural educational inequalities in Latin America. The objective of this study was to systematically analyze the scientific literature on collaborative pedagogical models and their effects on socioemotional and academic competencies in Latin American public secondary education between 2015 and 2025. Following a qualitative approach and an adapted PRISMA framework, 39 scientific articles were analyzed from Scopus, SciELO, Redalyc, and Google Scholar. Findings reveal that 72% of the literature reports significant improvements in academic achievement and critical thinking. Regarding socioemotional competencies, 46% of the studies highlight self-regulation and empathy as the primary skills developed within Social Sciences. A growing trend toward technological mediation (AI and virtual environments) was identified from 2021 onwards, shifting away from traditional face-to-face models. It is concluded that while these models strengthen holistic development, their effectiveness is contingent upon high-level teacher training and overcoming gaps in the systematization of collaborative assessment.
