The pedagogical potential of memes in education: an integrative literature review (2020–2025)

Abstract

This article aims to analyze academic productions on the use of memes as pedagogical resources, published in Scielo, Capes, and Google Scholar between 2020 and 2025. As a methodological approach, a Systematic Literature Review (SLR) was conducted, in which 15 articles were selected after analyzing 387 studies. The results show the predominance of qualitative approaches and the use of procedures such as interviews, workshops, and experience reports. It is evident that memes play a relevant role in student participation, promote playful and critical learning, and enhance student agency. Among the challenges highlighted are internet infrastructure and the lack of teacher training. Overall, the findings indicate the need for further research on the incorporation of memes into continuing education and the appreciation of contemporary languages, consolidating their potential as a cultural artifact for meaningful and interdisciplinary learning.