Training programs to strengthen teaching skills in university professors in Ibero-America. A systematic review

Wong Lam L.J.; Luna S.C. · Desde el Sur (2026) · DOI: 10.21142/des-1802-2026-e0037

Resumen

University teacher training in didactic competencies gained particular relevance in the post-pandemic context due to processes of digitalization and educational innovation. The aim of this study was to analyze teacher training programs focused on strengthening didactic competencies in higher education across Ibero-America between 2022 and 2024. A systematic review was conducted following PRISMA guidelines using Scopus, Web of Science, and ProQuest Education databases. From 470 identified records, 32 empirical studies were selected. The results show the predominance of constructivist, digital, and integrative models, as well as a prioritization of digital, methodological, and communicative competencies. However, tensions were identified between technological innovation and pedagogical transformation, together with limited empirical evidence regarding the effectiveness of these programs. It is concluded that the impact of teacher training depends less on technological adoption itself than on its articulation with coherent pedagogical approaches and sustainable institutional conditions.

Instituciones: Universidad Científica del Sur