Adaptación docente en tecnologías emergentes en la calidad educativa: Análisis sistemático
Teacher Adaptation to Emerging Technologies and Educational Quality: A Systematic AnalysisContenido principal del artículo
Introducción: El uso de tecnologías emergentes en la educación superior representa un desafío para garantizar la calidad educativa, requiriendo adaptación pedagógica y competencias digitales docentes. Objetivo: Analizar la adaptación de los docentes a las tecnologías emergentes y su influencia en la calidad educativa en la educación superior. Metodología: Se realizó una revisión sistemática siguiendo el método PRISMA, incluyendo 25 estudios publicados entre enero de 2022 y abril de 2026, recuperados de Scopus, Web of Science, Google Académico, Scielo, Redalyc y Dialnet. Resultados: La competencia digital docente predice significativamente la calidad de la enseñanza. Tecnologías como inteligencia artificial, metaverso y realidad virtual incrementan la motivación y el compromiso estudiantil. Factores como formación continua, liderazgo institucional e infraestructura también actúan como determinantes de la adaptación docente y del impacto pedagógico de las tecnologías emergentes. Conclusiones: La adaptación docente a tecnologías emergentes requiere un enfoque integral que combine formación pedagógica, apoyo institucional y políticas equitativas. Esto permite mejorar la calidad educativa, aumentar la participación y motivación de los estudiantes y consolidar la integración tecnológica en los procesos de enseñanza-aprendizaje en la educación superior.
Introduction: The use of emerging technologies in higher education constitutes a significant challenge in ensuring educational quality, necessitating both pedagogical adaptation and the development of teachers' digital competencies. Objective: This study aims to analyze teacher adaptation to emerging technologies and its influence on educational quality within higher education settings. Methodology: A systematic review was conducted following the PRISMA guidelines, including 25 studies published between January 2022 and April 2026. Data were retrieved from Scopus, Web of Science, Google Scholar, SciELO, Redalyc, and Dialnet. Results: The findings indicate that teacher digital competence is a significant predictor of teaching quality. Technologies such as Artificial Intelligence (AI), the Metaverse, and Virtual Reality (VR) enhance student motivation and engagement. Furthermore, factors such as continuous professional development, institutional leadership, and infrastructure act as key determinants of teacher adaptation and the pedagogical impact of emerging technologies. Conclusions: Teacher adaptation to emerging technologies requires a holistic approach that integrates pedagogical training, institutional support, and equitable policies. Such an approach facilitates the improvement of educational quality, increases student participation and motivation, and strengthens the integration of technology within teaching-learning processes in higher education.
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