Canva: Digital innovation in the teaching-learning process

Abstract

This article analyzes Canva as a digital innovation tool in the teaching-learning process, highlighting its pedagogical impact from a qualitative and phenomenological perspective. Through a systematic literature review, it identifies and examines recent research that demonstrates how this tool enhances meaningful learning, stimulates creativity, and strengthens fundamental competencies such as critical thinking and collaborative learning.
The research uses a qualitative approach with a phenomenological and descriptive design, based on a systematic literature review of previous studies on the use of Canva in education. To this end, academic databases such as Scielo, Redalyc, Dialnet, and Google Scholar were consulted, using keywords in Spanish and English. The selection included scientific articles, theses, and peer-reviewed papers published between 2021 and 2025. A thematic analysis was then conducted, organizing the information into emerging categories. This allowed for the interpretation and characterization of Canva in the teaching-learning process without direct intervention in the field.
The results show that Canva fosters pedagogical development, motivation, and creativity in learning, transforming traditional teaching practices. However, its implementation requires teacher training and institutional support. Furthermore, further research on its application and comparison with other digital tools is suggested.