Literature reviews: methodological distinctions between scoping review, mapping review and integrative review in the context of education
DOI:
https://doi.org/10.30681/faed.v42i1.15096Keywords:
Literature review, Education, Scoping review, Mapping review, Integra ve reviewAbstract
The use of literature reviews in educational research has expanded in recent years, accompanied by the diversification of methodological approaches that are not always clearly distinguished in academic practice. Among these approaches, scoping reviews, mapping reviews and integrative reviews are often treated as equivalent, which may lead to methodological choices that are not aligned with the type of research question posed. This article aims to describe and compare these three approaches, identifying their epistemological foundations, operational procedures, rigor criteria and analytical distinctions, with emphasis on their implications for educational research. An analytical literature review design was adopted, based on the selection of recognized methodological studies. The results indicate that scoping reviews map the extent and nature of the literature, mapping reviews organize and classify scientific production, and integrative reviews provide interpretative integration of evidence from different traditions. The proposed systematization contributes to improving methodological choices by clarifying the relationship between research questions, synthesis strategies and analytical outcomes
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