Nonverbal Language as a Pedagogical Tool (Review)

Abstract

This article aims to analyze nonverbal language as a pedagogical tool, highlighting its relevance in teaching practice, strategies that enhance its use, and the benefits it generates in educational interaction. It was developed through a systematic literature review following the guidelines of the PRISMA 2020 methodology; academic databases such as Web of Science, Dialnet, Redalyc, SciELO, and Google Scholar were used, with publications from 2018 to 2024. Inclusion and exclusion criteria were applied to select 15 relevant studies related to nonverbal communication in educational contexts. The results indicate that teachers use gestures, facial expressions, proxemics, and voice modulation as strategies to reinforce comprehension, motivate students, and foster a positive learning environment. The pedagogical strategies identified include controlling the tone and rhythm of the voice, didactic gestures, consistency between facial expressions and verbal message, and space management to promote participation and inclusion. The reviewed studies show that nonverbal language improves attention, motivation, and participation, and strengthens the emotional bond between teachers and students, favoring the inclusion of students with special educational needs and promoting meaningful and dynamic learning. It is concluded that nonverbal language constitutes an essential pedagogical resource that complements verbal discourse, optimizes educational interaction, and fosters more inclusive, effective, and humanized teaching, which contributes to strengthening nonverbal communication skills in teacher training.