The study addressed didactic planning based on learning styles to improve the comprehensive education of students. The objective was to assess learning preferences in the four quadrants (assimilative, divergent, convergent, and accommodative) and design personalized strategies to optimize teaching. A positivist approach with a quantitative, projective, and evaluative methodology was adopted, and the sample consisted of 76 students and 36 teachers from an educational institution. A questionnaire validated by five experts, with a high reliability index (α = 0.98), was used, and data analysis was performed using SPSS software version 21. The results showed a positive perception of the educational planning model based on learning styles, highlighting its alignment with educational content, clarity in objectives, consideration of context, and improvements in academic outcomes. Most teachers and students rated the model as efficient or moderately efficient in all evaluated aspects. In conclusion, the proposed model proved to be an effective tool for improving the quality of teaching by adapting to students' learning preferences and facilitating personalized strategies. Therefore, it contributed to the comprehensive education of students, increasing their motivation, commitment, and promotion of deeper and more meaningful learning.

Keywords: didactic planning, learning styles, comprehensive education, personalized didactic strategies, educational quality.

UNESCO (2018) has been advocating for a comprehensive approach to educational design that incorporates contextualization within the sociocultural, economic, and political landscape of education, as facilitated by the team of the Global Education Monitoring Report. This approach includes recognizing the specific realities and requirements of students and their communities, focusing on learning modalities and skill acquisition rather than merely transmitting knowledge. An essential element is adaptability to individual diversities and changes within the educational environment. Additionally, the planning process emphasizes the participation of various education stakeholders, such as students, educators, families, and the broader community.

Cantú & Morado's (2016) guidelines propose the necessity of defining precise and relevant learning objectives that align with the needs and capacities of students. Yepes & Gutiérrez (2022) emphasize the importance of selecting meaningful content and educational encounters for students, allowing them to apply the acquired knowledge in authentic scenarios. Tapia (2022) advocates for the implementation of various engaging methodologies to enhance students' active participation in the educational process. Moreover, Ampuero (2022) and Mantilla-Falcón et al. (2020) highlight the importance of continuous formative assessment of educational achievements to facilitate adaptations and improvements in pedagogical strategies.

Marín (2018) posits that the efficacy of didactic planning lies in its ability to enhance student learning, increase motivation and dedication, and mitigate dropout rates, thereby improving overall educational quality. This assertion is supported by solid evidence from various studies demonstrating the beneficial influence of didactic planning on students' academic performance. For instance, Maldonado & Yurén (2009) conducted a study in Mexico focusing on the effectiveness of didactic planning in the educational field.

In their research, Valenti & Duarte (2022) revealed that students taught by educators who implemented well-designed didactic plans achieved superior results in academic assessments. Similarly, a study conducted in Colombia by González et al. (2023) indicated that students whose teachers participated in training programs focused on didactic planning experienced significant improvements in their academic achievements. These results underscore the importance of efficient didactic planning in the education sector. However, in Colombia, particularly in educational establishments in Aracataca, excessively rigid and standardized planning procedures have been observed, serving more as institutional formalities rather than a series of pedagogical sequences. Consequently, neglecting the unique educational requirements of students can have various adverse impacts on teaching and learning processes.

On one hand, students face a lack of motivation and interest in content due to its mismatch with their interests or level of understanding. Polo et al. (2022) argue that inadequate planning could lead to inconsistency in teaching, making it difficult for students to comprehend and retain information. This situation could also result in unproductive time spent on irrelevant activities, possibly due to insufficient teacher training in didactic planning processes (Cano & Ordoñez, 2021). Therefore, Alencastro et al. (2020) conducted a study to evaluate a didactic planning model centered on learning styles, developed based on their research findings. Consequently, there is a proposal to establish and evaluate a didactic planning model based on learning styles.

It is essential to emphasize the relevance of didactic planning in education, as it allows teachers to efficiently structure content, activities, and resources to meet educational goals (Delgado et al., 2021). Through planning, educators can promote active participation, incorporate available educational tools, and foster meaningful learning while systematically monitoring students' progress (Bernate & Fonseca, 2023). As noted by Chávez et al. (2022) and Lemes (2020), effective didactic planning contributes to maintaining coherence and logical sequence in teaching, thereby enhancing topic comprehension.

Therefore, to propose a didactic planning model centered on learning styles, Kolb's (1999) assertion on experiential learning theory was considered. According to Kolb, learning is a circular process consisting of four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb suggests that individuals tend to favor two of the four dimensions of the learning cycle, specifically the assimilative, divergent, convergent, and accommodative.

Conversely, evaluating learning preferences in the four quadrants is essential. This tool helps identify the strengths and weaknesses of individual learning styles, thereby streamlining the development of personalized learning approaches. The study's objective was to assess learning preferences in the four quadrants and design strategies.

The methodology of this study adhered to the positivist paradigm (Acosta Faneite, 2023). The approach was quantitative in nature and involved the collection and examination of numerical data to elucidate, interpret, or predict various phenomena (Arias, 2016). The type of study was projective, as it proposed a didactic model for lesson planning based on learning styles, aiming to contribute to the comprehensive education of students in the municipality of Aracataca. Additionally, the research had an evaluative scope, as it sought to assess the impact of this model on teaching practice and student learning.

The sample consisted of 76 teachers and 36 students. Both teachers and 10th-grade students were administered a questionnaire. Inclusion criteria for teachers were being an active teacher at the selected educational institution and agreeing to participate voluntarily in the research. For students, the criteria were being in the 10th grade and having parental or legal guardian consent to participate in the study.

Didactic Model

The model considered took into account the deficiencies identified in the educational planning practiced in the educational institutions of Aracataca, as shown in the following illustration:

Figure 1. Didactic Planning Model Based on Learning Styles

The framework outlines the components and configuration it contains, manifesting in a circular scheme that illustrates various modes of learning. The use of a circular framework to represent learning styles can offer advantages in educational planning. Placing the student at the center emphasizes the need to tailor instruction to the unique needs of the learner. Additionally, the circular format implies the interconnectedness of the various learning styles, underscoring the importance of a comprehensive approach that integrates varied strategies to enhance teaching effectiveness.

Table 1.
Structure and Format of the Proposed Model

Objectives

Topic:

Content:

Grade:

Group:

Date:

Duration:

Diagnostic

Group Needs and Requirements

Description of the predominant learning styles in the group. Results of the evaluation of the students' learning styles.

Learning Styles

Practical

Theoretical

Reflective

Pragmatic

- Project-based learning - Experiential learning - Collaborative learning - Case-based learning

- Lectures and presentations - Readings and written material - Classroom discussions

- Learning journals - Discussion groups - Research projects

- Practical content discussions - Content appreciation

Learning Style

Visual

Auditory

Kinesthetic

- Visual materials - Use of colors and highlighting - Visual organization

- Audiovisual materials - Repetition and recitation - Verbal explanations

- Games and physical activities - Simulations - Laboratory practices and manual work:

Competencies to Develop

General:

Specific:

Strategies

Description of the strategies that will be used to address the needs of the different learning styles

Activities

Beginning

Development

Closure

Evaluation

Formative

Summative

The Configuration of a Didactic Planning Model Based on Learning Styles Consists of Multiple Segments:

1. I. General Description: Includes information such as the subject, academic level, student group, date, and duration of the session.
2. II. Evaluation: Describes the predominant learning styles within the group and summarizes the individual results of the students' learning styles assessment.
3. III. Goals: Define the overall goal of the class, along with the specific objectives to be achieved.
4. IV. Curriculum Plan: Lists the principles, procedures, and behaviors that will be addressed in the class.
5. V. Instructional and Educational Methodologies: Explains how the requirements of the various learning styles will be addressed through particular methods, offering specific examples of activities and materials for each style.

This model aimed to design classes that better fit the specific needs of students, thus promoting more efficient and meaningful learning. Additionally, there are some resources on the tactics to be implemented, such as:

• Project-Based Learning: Visual learners can benefit from visual presentations and diagrams in project planning. Auditory learners can engage in meetings and discussions to understand the project. Kinesthetic learners can participate in hands-on activities, such as building physical models.
• Experiential Learning: Visual learners can be exposed to visual demonstrations and videos during experimental tasks. Auditory learners can receive clear verbal instructions and engage in group discussions. Kinesthetic learners can participate in hands-on activities and experiments.
• Collaborative Learning: Visual learners can use visual aids like whiteboards or diagram-creating software to work in teams. Auditory learners can engage in group discussions and debates. Kinesthetic learners can participate in hands-on activities that require group cooperation.
• Case-Based Learning: Visual learners can use case studies with charts and diagrams. Auditory learners can participate in case-based discussions and debates. Kinesthetic learners can engage in practical activities that replicate real-life scenarios.

In terms of ethical considerations, the confidentiality of the collected information was ensured, and explicit consent was obtained from all participants. Additionally, the ethical principles of beneficence, non-maleficence, autonomy, and justice were maintained throughout the research process. The collected data were analyzed using the statistical software SPSS, version 21, and presented in tables showing frequencies and cumulative percentages. These tables were used to evaluate the effectiveness of the suggested model.

The following tables present the dimensions and indicators that allowed for the measurement and evaluation of the efficiency of the proposed model

Table 1.
P Relevance of the Educational Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient				Moderate					Deficient
		Doc.		Est.		Doc.		Est.			Doc.		Est.
		Fr	F%	Fr	F%	Fr	F%		Fr	F%	Fr	F%		Fr	F%
Pertinence	Adequacy to the topic and content	61	80.2	20	55.5	15	19.7		16	44.4	0	0		0	0
	Alignment with the objectives	70	92.1	28	77.7	6	7.8		8	22.2	0	0		0	0
	Consideration of the context	76	100	26	72.2	0	0		10	27.7	0	0		0	0
	Total	76	100	36	100	76	100		36	100	76	100		36	100

Table 1 illustrates the results of the evaluation of the effectiveness of the didactic planning model, which is based on learning styles, concerning its relevance to the subject and content. The majority, 80.2% of educators, consider the alignment of class objectives with the content to be effective, taking into account that the planning process adapts to the characteristics of the student group. In contrast, 19.7% of teachers rate this alignment as moderate. Similarly, 55.5% of students consider the adaptation to the subject and content efficient, while 44.4% consider it moderate. Regarding alignment with the objectives, 92.1% of teachers consider it effective according to the proposed model, and only 7.8% consider it moderate. Additionally, 77.7% of respondents rate it as effective, while 22.2% consider it moderate. The evaluation of the contextual consideration indicator reveals that all teachers and 72.2% of students perceive it as effective, while the remaining 27.7% rate it as moderate.

Table 2.
Educational Improvements Achieved Through the Educational Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient				Moderate					Deficient
		Doc.		Est.		Doc.		Est.			Doc.		Est.
		Fr	F%	Fr	F%	Fr	F%		Fr	F%	Fr	F%		Fr	F%
Educational Improvements	Improvement in academic performance	68	89.4	26	72.2	8	10.5		10	27.7	0	0		0	0
	Student participation and engagement	72	94.7	30	83.3	4	5.2		6	16.6	0	0		0	0
	Information retention	76	100	32	88.8	0	0		4	11.1	0	0		0	0
	Total	76	100	36	100	76	100		36	100	76	100		36	100

Table 2 shows the results of the evaluation of educational improvements based on an educational planning model centered on learning styles. It is evident that, regarding the indicator of improvement in academic performance, 89.4% of educators perceive the model as "effective" and 10.5% see it as moderate. Among students, 72.2% rated it as effective and 27.7% as moderate. The evaluation of the student participation and engagement indicator shows that 94.7% of teachers rated it as effective, and 5.2% considered it moderate. Similarly, 83.3% of teachers considered it effective, while 16.6% considered it moderate. Lastly, the indicator of information retention shows an effectiveness rate of 100% among teachers. In contrast, 88.8% of students considered it effective, and only 11.1% perceived it as moderate.

Table 3.
C Clarity and Organization of the Didactic Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient		Moderate		Deficient
		Doc.		Doc.		Doc.
		Fr	F%	Fr	F%	Fr	F%
Clarity and Organization	Precision in writing	60	78.9	26	34.2	0	0
	Logical structure	76	100	0	0	0	0
	Appropriate format	76	100	0	0	0	0
	Total	76	100	76	100	76	100

Table 3 illustrates the results of the clarity and organization aspect within the didactic planning framework, which is based on learning preferences. It is noteworthy that there is a clear affirmation from educators on all parameters. Regarding the precision of writing, 78.9% of teachers considered it effective, while 34.2% considered it moderate. Concerning coherent arrangement and appropriate structure, all teachers deemed them effective. Essentially, they assert that the content is articulated in a clear and concise manner, the planning demonstrates a rational flow, and the design facilitates comprehension and readability.

Table 4.
Completeness of the Didactic Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient		Moderate		Deficient
		Doc.		Doc.		Doc.
		Fr	F%	Fr	F%	Fr	F%
Completeness	Inclusion of all elements	76	100	0	0	0	0
	Precision in information	72	94.7	8	10.5	0	0
	Consideration of resources	76	100	0	0	0	0
	Total	76	100	76	100	76	100

Table 4 illustrates the results of the completeness aspect and shows a high evaluation by teachers across all criteria. All teachers considered the inclusion of necessary elements to be effective, and none rated it as moderate or inadequate. Regarding the precision of information, 94.7% of teachers considered it effective, while 10.5% rated it as moderate. Concerning the consideration of resources, all teachers deemed it effective. Consequently, it is evident that the teachers believe the planning model encompasses all essential elements, provides complete and accurate data, and acknowledges the available resources.

Table 5.
Effectiveness of the Didactic Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient		Moderate		Deficient
		Doc.		Doc.		Doc.
		Fr	F%	Fr	F%	Fr	F%
Efficacy	Feasibility of implementation	76	100	0	0	0	0
	Adequacy to learning styles	76	100	0	0	0	0
	Potential for learning	70	92.1	6	7.8	0	0
	Total	76	100	76	100	76	100

Table 5 illustrates the results of the effectiveness dimension and demonstrates a notable level of qualifications among teachers across all indicators. Regarding the feasibility of implementation, all teachers considered it effective, with no moderate or inadequate ratings. Concerning the adaptation to various learning styles, all teachers also deemed it effective. As for the potential for learning, 92.1% of educators considered it effective, while 7.8% rated it as moderate. This suggests that teachers believe the model incorporates strategies and activities that promote meaningful learning, adapt to diverse learning styles, and are practical in the classroom.

Table 6.
Impact of the Didactic Planning Model Based on Learning Styles

Dimension	Indicators	Response Alternatives
		Efficient		Moderate		Deficient
		Doc.		Doc.		Doc.
		Fr	F%	Fr	F%	Fr	F%
Impact	Development of competencies	73	96.0	3	3.9	0	0
	Student motivation and interest	70	92.1	6	7.8	0	0
	Achievement of objectives	71	93.4	5	6.5	0	0
	Total	76	100	76	100	76	100

Table 6 illustrates the results of the impact dimension and shows a high evaluation by educators across all criteria. Regarding the development of competencies, 96% considered it effective, implying that strategic planning facilitates the achievement of educational objectives, fosters student participation, and contributes to the acquisition of desired skills. Only 3.9% considered it moderate. Regarding student motivation and interest, 92.1% of teachers considered it effective, while 7.8% rated it as moderate. Concerning the achievement of objectives, 93.4% of teachers deemed it effective, and 6.5% considered it moderate.

The evaluation of the obtained results allowed for assessing the functionality and effectiveness of the didactic planning model based on learning preferences, implemented in the educational establishments of Aracataca. According to Hernández & Cerda (2019), this model provides crucial information about the importance of each evaluation criterion concerning established pedagogical theories. When analyzing the relevance of the topic and content, as indicated by Henríquez-Coronel et al. (2023), the need to improve educational processes becomes evident. It is imperative that educational resources and tasks are not only pertinent but also meaningful to the students. This approach ensures better comprehension and retention of the material while fostering a more dynamic learning environment adaptable to the students' individual needs.

Guillén et al. (2022) and Mariñez (2022) highlight that when educational content aligns with the topic, a natural connection is established between what students learn and their daily lives. This connection facilitates the understanding of concepts as students can relate them to real and familiar experiences. Recognizing the relevance and applicability of what is learned in their daily lives, students feel more motivated and engaged in the learning process, significantly improving information retention. Additionally, Bueno-Ferrer & Martínez-Vázquez (2023) along with Guamán (2019) argue that linking new knowledge with prior knowledge enables students to build a solid learning foundation. This facilitates understanding more advanced concepts in the future, allowing the inference that content alignment with the topic not only makes learning more meaningful but also promotes a deeper and longer-lasting comprehension of concepts.

On the other hand, Guim Bustos & Marreno Ancizar (2022) emphasize that alignment with objectives is essential as it ensures that educational activities and materials are designed to meet specific learning goals. Similarly, Mayorga & Sandoval (2020) note that when educational resources are aligned with objectives, students have a clearer understanding of what is expected of them. This enables them to focus their efforts on achieving those objectives, thereby improving the effectiveness of the learning process.

From a theoretical perspective, Martínez et al. (2022) consider that adapting learning processes to the specific needs and characteristics of students, as well as the learning environment, is fundamental. According to Pirela et al. (2022), taking context into account allows educators to design culturally relevant, inclusive, and accessible strategies and materials, thus facilitating student participation and engagement and enhancing teaching effectiveness.

Analyzing the indicator improvement in academic performance, Gil et al. (2023) suggest that class planning considering learning styles can enhance academic outcomes by personalizing teaching to suit students' individual preferences. According to Latorre (2013), providing activities and resources aligned with students' learning styles can improve their understanding and assimilation of concepts, leading to better performance in academic assessments. Huanca-Arohuanca & Geldrech (2020) state that designing classes with learning styles in mind can foster greater student participation and engagement. This is because students feel connected to the material and see its relevance to their learning styles, making them more likely to actively participate in class discussions, complete assigned tasks, and engage more meaningfully in their learning process.

Regarding the information retention indicator, Huallpara (2022) highlights that presenting information aligned with students' learning preferences facilitates their ability to remember and retrieve information in the future. This contributes to more effective and lasting learning, as students are more likely to retain information presented in a way that suits their learning styles.

Another evaluated indicator was precision in writing, which Honey & Mumford (1986) consider fundamental for improving learning processes. Clear and precise communication facilitates understanding of the information since educational materials written with precision help students better grasp the presented concepts, aiding in effective assimilation and application in different contexts. Kolb (1984) explains that a logical structure in educational materials is crucial for improving learning processes, as it provides a coherent framework that helps students organize and comprehend information more effectively. Juica (2019) argues that a logical structure allows students to identify the relationship between different concepts and follow a logical sequence of ideas, facilitating understanding and information retention. Similarly, Marsiglia-Fuentes et al. (2020) assert that an appropriate format in educational materials also contributes to improving learning processes by making information more accessible and easier to understand. Kolb (1999) believes that a clear and organized format can highlight key concepts, facilitate material navigation, and make information more engaging and motivating for students. Additionally, a well-designed format enhances material readability, aiding in students' comprehension and assimilation.

When discussing the inclusion of all components in an educational resource, it is crucial to ensure that students receive complete and comprehensive information on the topic. This allows them to develop a broader and deeper perspective on the material, leading to better understanding and knowledge retention. Conversely, Gil et al. (2023) argue that accurate information ensures the precision and reliability of the presented data, which is vital for achieving effective learning outcomes. Inaccurate information can lead to students misinterpreting concepts or developing misconceptions. Finally, Mayorga & Sandoval (2020) describe that considering resources refers to the appropriate use of available materials and tools to support the learning process. By effectively utilizing resources, educators can enhance students' educational journey and facilitate their understanding and absorption of content.

In conclusion, the didactic planning model based on learning styles proved effective by focusing on critical aspects of the quality and effectiveness of the teaching-learning process, ensuring the feasibility and adaptation of the lesson plan to available resources and the educational context. Adapting to students' learning preferences increased their motivation and engagement, fostering deep and meaningful learning. Additionally, the model promoted the integral development of students by helping them acquire skills such as critical thinking, problem-solving, and effective communication. Including engaging activities and resources-maintained students' interest, facilitating more effective learning. Finally, aligning activities and assessments with educational objectives ensured that students achieved the desired knowledge and competencies, contributing to their academic success.

Contribution to Scientific Knowledge
This study contributed to the educational field by presenting an educational planning model based on students' learning styles, specifically in Aracataca, Magdalena. The obtained results showed the relevance and effectiveness of this model in improving the pertinence and alignment of didactic planning with class objectives and group characteristics. Additionally, it evidenced how this approach could positively impact aspects such as academic performance improvement, student participation and engagement, and information retention. These findings are of interest to researchers and education professionals seeking effective strategies to enhance the educational process and students' holistic formation.

Limitations
The study's limitations lie in the dependence on participants' self-perception of their learning styles, which introduced biases in participation. Another limitation is the possibility that internal factors, such as students' motivation or interest, influenced the perception of the effectiveness of the educational planning model, which might not have been fully controlled in the study.

The study results demonstrate a strong perception of the effectiveness and appropriateness of the educational planning framework focusing on individual learning styles. Both educators and students recognize the importance of this framework in terms of its alignment with the curriculum, explicit objectives, contextual considerations, improvements in academic performance, student participation and engagement, information retention, clarity and structure, comprehensiveness, efficiency, and influence on skill development and student motivation. These results indicate that the suggested framework could serve as a valuable tool for enhancing the quality of instruction and learning by addressing students' learning style preferences and enabling the customization of teaching methodologies.

Furthermore, the findings suggest that the model plays a significant role in improving educational quality by promoting active student participation, fostering their dedication to learning, and facilitating information retention. Educators' favorable evaluation of the model's effectiveness and impact indicates that it is not only effective in achieving alignment with educational objectives and content but also positively influences skill development and student motivation. These results underscore the importance of considering diverse learning styles when developing educational strategies to enhance students' learning experiences and reinforce their academic achievements.

Conflicts of Interest: The author declares no conflicts of interest.

Author Contributions:
Emilce Morón: Conceptualization, Formal Analysis, Methodology, Research, Supervision, Data Curation, Validation, Writing - Original Draft, Writing - Review & Editing.

Informed Consent: Informed consent was obtained from all subjects involved in the study.

Data Availability Statement: Not applicable