Drama in holistic education of secondary school students: a systematic review

Abstract

Drama is an educational tool used in diverse school contexts throughout the world, highlighting its cross-curricular applicability for interdisciplinary use and its potential to provide students with a holistic education. The aim of this study was to systematize the empirical evidence from the last five years on the contribution of drama to the holistic and cross-curricular education of secondary school students. The research methodology consisted of a systematic literature review following the PRISMA guidelines. The Web of Science and Scopus databases were consulted for the period between 2020 and 2025, and the search was limited to publications in English and Spanish, considering all geographical regions. Likewise, inclusion and exclusion criteria were established for the articles, and a review by independent judges was conducted to prevent bias. As a result, 11 research studies were selected. The findings show that the use of drama in secondary education is a valuable tool, both for teaching other disciplines through its cross-curricular application and for teaching drama itself. In both cases, it has the potential to contribute to students’ holistic education through the development of 21st-century skills and socio-emotional skills. Furthermore, the findings reveal the need for further research in Latin American contexts and for studies that give participants a greater leading role.