Positive Discipline and Educational Climate: A Systematic Review from an Andragogical Approach

Abstract

Introduction: positive discipline has positioned itself as an educational alternative within educational processes, especially in the field of higher education, where andragogical principles demand an approach focused on autonomy and mutual respect. Its application seeks to transform the educational climate, promoting more empathetic and collaborative relationships between teachers and students. Objective: to analyze the impact of positive discipline and the educational climate in higher education contexts from an andragogical perspective. Method: a qualitative approach was used through a literature review of scientific articles. The search was conducted in specialized databases such as Scopus, Springer, Scielo, Taylor & Francis, ProQuest, and Redalyc, using Boolean operators “AND” and “OR” to optimize the identification of relevant documents. Results: the studies reviewed show that positive discipline, far from being an isolated behavioral technique, represents a comprehensive educational approach that promotes empathy, self-regulation, and mutual respect. In higher education, its implementation strengthens key competencies in adult students, such as autonomy, intrinsic motivation, and the ability to make responsible decisions. Likewise, it was identified that external social and cultural factors influence student behavior and that, if not understood from a holistic perspective, they can lead to authoritarian and ineffective educational responses. Conclusions: the impact of positive discipline and the educational climate in higher education depends on the institutional capacity to articulate theory and practice under the principles of andragogy. Only through a coherent and contextualized approach can educational environments be created that promote coexistence, autonomous learning, and the comprehensive development of adult students.