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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Uso pedagógico de las TIC desde la perspectiva del investigador docente: Una revisión sistemática

Pedagogical use of ICT from the perspective of the research teacher: A systematic review
Publicado
2026-07-26

Contexto: La integración pedagógica de las Tecnologías de la Información y la Comunicación en la educación superior exige articular recursos digitales, competencias docentes y diseño instruccional. Objetivo: Analizar la evidencia empírica publicada entre 2005 y 2026 sobre los factores que influyen en el uso pedagógico de las TIC desde la perspectiva del docente-investigador en la educación superior. Metodología: Se realizó una revisión sistemática siguiendo las directrices PRISMA. La búsqueda se efectuó en Scopus, Web of Science y ERIC. Tras el proceso de identificación, cribado y elegibilidad, se incluyeron 44 artículos. La información fue organizada mediante una matriz de codificación y analizada a través de síntesis narrativa y análisis temático. Resultados: La integración de las TIC se configuró como un fenómeno multifactorial, condicionado por dimensiones institucionales, pedagógicas, tecnológicas y motivacionales. La actitud, la autoeficacia y las creencias docentes influyeron en la adopción tecnológica. Los modelos TPACK, ADDIE e ITD favorecieron una integración coherente, aunque persistieron barreras como infraestructura insuficiente, escaso apoyo técnico y limitada formación digital. Conclusiones: El uso pedagógico efectivo de las TIC requiere equilibrio entre competencias docentes, apoyo institucional y planificación didáctica. El docente-investigador desempeña un papel estratégico en la transformación de las prácticas universitarias mediante la reflexión y la investigación sistemática.

Context: The pedagogical integration of Information and Communication Technologies (ICT) in higher education requires the articulation of digital resources, teaching competencies, and instructional design. Objective: To analyze the empirical evidence published between 2005 and 2026 regarding the factors that influence the pedagogical use of ICT from the perspective of the teacher-researcher in higher education. Method: A systematic review was conducted following the PRISMA guidelines. The search was performed in Scopus, Web of Science, and ERIC. After the identification, screening, and eligibility processes, 44 articles were included. Information was organized using a coding matrix and analyzed through narrative synthesis and thematic analysis. Results: ICT integration emerged as a multifactorial phenomenon conditioned by institutional, pedagogical, technological, and motivational dimensions. Attitude, self-efficacy, and teacher beliefs significantly influenced technological adoption. The TPACK, ADDIE, and ITD models facilitated coherent integration; however, barriers such as insufficient infrastructure, scarce technical support, and limited digital training persisted. Conclusions: The effective pedagogical use of ICT requires a balance between teaching competencies, institutional support, and didactic planning. The teacher-researcher plays a strategic role in transforming university practices through systematic reflection and research.

Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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