Holistic Vision of Psychopedagogical Intervention Models for the Economic and Educational Development of the Dominican Republic

Abstract

Intervention models are an essential basis to be able to contribute to the development of intellectual abilities and capacities in students. The main objective of the article is to reveal a holistic vision of the psychopedagogical intervention models for the economic and educational development of the Dominican Republic. The methodology used was the systematic review as it is considered a structured and rigorous process for the fulfillment of the general objective. The validation criteria guideline used was PRISMA-NMA, which has 27 items, of which 19 were applied. The screened units of analysis turned out to be 27, representing 10.11% of the general search with filters. It was concluded that, in the Dominican Republic, the results obtained in PISA merit intervention from the psychopedagogical point of view in order to address the needs of students in terms of their performance, starting from the essential areas in order to promote critical thinking, cognitive skills and abilities. improvements in the educational field, then, the development of a country in education is reflected in society, and, therefore, in the economy. The transformation is urgent and with it the intervention of educational models that allow the generation of significant products for the country.