Classrooms Without Borders: Connected Learning and the Pedagogy of Real Impact

Introduction: Connected learning in the educational sphere has ceased to be a complementary modality to become a critical pedagogical paradigm that compromises the relevance and quality of contemporary training.

Objective: Analyze the relationship between connected learning and real-impact pedagogy as foundations of cross-border classes in contemporary education through a systematic review.
Methods: A systematic review was carried out following the PRISMA declaration. The search was carried out in the Scopus database (2022-2026), selecting 22 high-impact articles. The methodological quality of the studies was evaluated through the critical reading tools of the Joanna Briggs Institute (JBI).
Results: A critical convergence between digital connectivity and the generation of tangible community transformations was identified. The main determinants are pedagogical and institutional: connectivist instructional design, learning-service hybridization and strategic alliances between academia and community. The formative impact is direct, showing significant increases in civic skills, environmental awareness, development of life purpose and student retention in virtual and hybrid environments.

Conclusions: Connected learning and real impact pedagogy constitute intrinsic pillars for contemporary educational quality and relevance. Institutional management must prioritize e-Service-Learning and classes without borders as fundamental strategies for innovation and educational transformation.

Keywords: Connected Learning, Impact Pedagogy, Classes without Borders, e-Service-Learning, Hybrid Education.