Competencias comunicativas en contextos universitarios: revisión conceptual desde el enfoque socioeducativo latinoamericano

The development of communicative competencies represents a fundamental axis in the comprehensive training of university students, given its direct impact on learning processes, knowledge construction, and academic and professional performance. In this context, the aim of this article is to conceptually analyze communicative competencies in higher education from a Latin American socio-educational perspective, based on a systematic review of scientific literature. The study was conducted using the PRISMA method, applying explicit search, inclusion, and exclusion criteria for the selection of relevant studies. The review identified predominant conceptual trends, recurrent pedagogical strategies, and research gaps related to the development of communicative competencies in university settings. The results reveal a multidimensional conception of these competencies, integrating reading, writing, oral communication, and technology-mediated communication, along with a still fragmented implementation within university curricula. It is concluded that strengthening communicative competencies requires integrative pedagogical approaches, specific teacher training, and institutional policies aimed at curricular transversalization, in order to promote a more equitable, contextualized, and relevant higher education in Latin America.