Continuing Education for University Faculty Based on Information and Communication Technologies
DOI:
https://doi.org/10.61347/rien.v3i2.106Keywords:
Digital competence, educational technology, higher education, ICT, professional development, teacher trainingAbstract
Higher education, having undergone a radical transformation driven by digitization, requires university faculty to develop strong digital competencies. The central issue lies in the significant gap between the demands for technological integration and the effective training of faculty, with many faculty members reporting low or moderate competency levels, particularly in pedagogical and assessment applications. The overall objective was to examine trends, methods, and constraints in the continuing education of university faculty in Information and Communication Technologies between 2020 and 2025. The methodology consisted of a systematic review that followed the PRISMA 2020 guidelines; various databases were consulted, and 318 records were initially retrieved, of which 28 articles were ultimately included following rigorous selection processes. The results revealed a shift from mass training models toward personalized and collaborative approaches, with a predominance of three competency dimensions: digital, pedagogical, and technological. It was found that 68% of the studies focus on teacher training, with Ecuador leading in scientific output (32.1%). The effectiveness of training depends critically on institutional support (95% of studies), although structural barriers persist: lack of resources, resistance to change, and the absence of sustainable policies. It is concluded that implementation is often fragmented and lacks solid theoretical frameworks (63.6% lack an explicit conceptual foundation), thereby limiting effective transfer to the classroom and long-term sustainability.
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Copyright (c) 2026 Jeaneth Viviana Curay Becerra, Rafael Tejeda Díaz, Leonardo Fabricio Chica Chica
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