Abstract

This systematic review examined strategies and methodologies to enhance English reading comprehension in higher education contexts. The research was conducted in two phases: first, a bibliometric analysis in Scopus was conducted to study thematic evolution; second, a systematic review across multiple databases (Scopus, WoS, Science Direct, and Dimensions) was conducted. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols) protocol and applying rigorous quality criteria, an initial sample of 502 documents was reduced to 67 relevant studies for the final analysis. The results demonstrated that linguistic competencies, such as lexical development, reading comprehension, and metacognitive strategies, are fundamental pillars of meaningful learning. Additionally, the analysis highlighted the influence of methodological factors, individual student characteristics, and institutional context on the effectiveness of pedagogical interventions. The findings also underscore the transformative role of technology, particularly artificial intelligence (AI), in designing adaptive strategies that enrich learning. Tools such as ChatGPT and other digital systems not only simplify interactions with complex texts but also promote autonomous knowledge construction. However, research gaps were identified, including the need to explore the long-term effects of these technologies on the sustainability of reading skills. Finally, the study emphasized the importance of a multidimensional pedagogical approach that integrates technology, collaboration, and cultural sensitivity to foster inclusive and contextualized learning, promoting reading comprehension as an essential factor for students’ academic and professional success in a globalized environment.