Modelos de Formación Integral en la Nueva Escuela Mexicana: Fundamentos Teóricos, Prácticas Pedagógicas y Retos Actuales

Current Latin American educational reforms aim to provide a holistic education, as educational systems must address highly complex social, cultural, and ethical issues. In this context, the NEM proposes a curriculum that seeks the holistic development of students, encompassing cognitive, social, emotional, ethical, and community aspects. This article sought to systematically analyze the comprehensive education models that underpin it, in order to identify their theoretical foundations, pedagogical practices, and the main challenges to their implementation. A qualitative approach was chosen, conducting a systematic document review of scientific articles published between 2020 and 2025. All articles are from academic journals indexed with a verifiable DOI and are hosted in databases such as Scopus, Web of Science, SciELO, and Redalyc. To interpret it, the thematic content analysis method was applied, identifying conceptual patterns, recurring discourses, and pedagogical approaches in the selected texts, from which five analytical axs emerged: philosophical foundations, curricular models, teacher training, pedagogical practices, and evaluation and inclusion. The findings revealed that comprehensive training in the NEM is based on humanistic, socioformative, and community-based approaches, linked to the principles of inclusion, equity, and social justice. It was also recognized that its implementation entails robust teacher training processes and contextualized adaptation, especially in vulnerable contexts. Finally, it was concluded that holistic education is an appropriate approach to transforming education in Mexico, provided there are consistent policies and pedagogical strategies aligned with the current curriculum.