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In the current context of higher education, characterized by high cognitive demands, academic autonomy, and conceptual complexity, it is essential to understand the processes underlying the construction of meaningful learning. In this regard, executive functions such as working memory, inhibitory control, and cognitive flexibility, have been identified as key skills for self-regulation, planning, and knowledge integration. The aim of this study was to analyze the relationship between executive functions and meaningful learning in higher education based on recent scientific evidence. The study was conducted through a systematic literature review following the PRISMA 2020 guidelines. Indexed databases (Scopus, Web of Science, SciELO, Redalyc, ERIC, and Google Scholar) were consulted, and a total of 23 studies published between 2020 and 2025 that met predefined methodological and thematic criteria were ultimately selected. Data analysis was carried out using a qualitative-documentary approach and a thematic analysis procedure. The results indicate that executive functions are significantly associated with academic performance, self-regulated learning, and the effective management of cognitive strategies in university students. Furthermore, it was found that although meaningful learning is widely addressed from pedagogical perspectives, few studies explicitly link it to executive functioning. In conclusion, executive functions emerge as neurocognitive determinants of meaningful learning, highlighting the need to integrate pedagogical and neurocognitive approaches to improve the quality of learning in higher education.
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