Education is one of the most important tools to form citizens with human and professional values. Currently, educational systems around the world have programs based on traditional and technological perspectives that allow students to achieve career and money goals. However, many of these systems neglect important aspects such as emotions, individual desires, motivation, attitude, courage, self-respect, self-control, creativity, mental health, among others. These aspects can be developed by applying a humanistic curriculum, so their adoption is essential to have the possibility of achieving a more complete and meaningful learning in each student. The objective of this study was to update the evidence on the effectiveness of humanistic education in teaching programs. A systematic review of the literature was carried out, as well as a search process supported by the Prisma methodology. The Scopus, SciELO and WoS databases were selected to carry out the search. A total of 1136 studies were identified, and only 25 were reviewed and analyzed in depth, after applying the inclusion criteria. Multiple key themes were evident with relevant metaphors associated with virtue ethics and care, curricula and humanistic education. It is concluded that the humanistic approach, present in the teaching programs, prioritizes the individual student's life and allows students to increase their emotional and cognitive potential. © 2025, CONICET - Emiliano Aldegani. All rights reserved.
Author Keywords
Index Keywords
