Teachers in the digital age: Strategies to innovate and improve their professional profile
Keywords:
Digital teaching, Educational innovation, Digital skillsAbstract
The digital age has transformed the educational field, requiring innovative strategies to improve the professional profile of teachers. The overall objective of this study was to analyze the strategies that facilitate innovation and strengthen teacher training in the digital age. A comprehensive literature review was conducted using a qualitative approach and a thematic categorization analysis to synthesize the findings of recent research. The results show that the integration of digital technologies into teaching practice is essential to adapt to the demands of the labor market and a constantly evolving society. Furthermore, the importance of promoting ongoing training that combines technological and pedagogical skills is evident, as well as the use of assessment tools that facilitate the identification of areas for improvement in teaching. Collaborative strategies and the application of artificial intelligence-based models are presented as key elements for optimizing resource allocation and personalizing learning processes, contributing to the creation of more inclusive and motivating educational environments. Taken together, these findings support the need for a holistic approach that integrates training, technological innovation, and contextual adaptation to transform teaching in the digital age.
References
Almazán‐López, O., & Osuna‐Acedo, S. (2024). Smart education for the 21st century: Post‐digital era and emerging divides. https://doi.org/10.62161/revvisual.v16.5395
Álvarez‐Melgarejo, M., Torres‐Barreto, M. L., & Pedraza‐Avella, A. C. (2024). Collaborative University Teaching: Benefits, Challenges and the Role of Technology. https://doi.org/10.11144/Javeriana.m17.tcdu
Bastidas Vaca, C. A., Peralta Carpio, F. L., & Campuzano Rodríguez, M. A. (2022). Higher education business administration: Incidence of technological changes in the teaching profession. ISSN: 24152897
Cerda, C., & Saiz, J. L. (2018). Aprendizaje autodirigido del saber pedagógico con tecnologías digitales: Generación de un modelo teórico en estudiantes de pedagogía chilenos. https://doi.org/10.22201/iisue.24486167e.2018.162.58756
Deri, M. N., Singh, A., Zaazie, P., & Anandene, D. (2024). Leveraging Artificial Intelligence in Higher Educational Institutions: A Comprehensive Overview. https://doi.org/10.1344/REYD2024.30.45777
Dias‐Trindade, S., Ferreira, A. G., & Moreira, J. A. (2021). Overview of the history of Technology in Education in the pre‐digital era: The slow technological evolution in Portuguese schools from the end of the 19th century to the beginning of computerized education. https://doi.org/10.5212/PraxEduc.v.16.17294.044
Fernández‐Cruz, F. J., & Rodríguez‐Legendre, F. L. (2023). Design and Validation of an Instrument to Evaluate the Innovative Competence Profile of University Teachers. https://doi.org/10.15366/reice2023.21.1.002
Fernández‐Rodrigo, L., Erta‐Majó, A., & Tió, E. V. (2023). Design and interdisciplinary production of an open Transmedia Educational Object for lifelong learning of educational practitioners. https://doi.org/10.21556/edutec.2023.85.2821
Figueras‐Ferrer, E. (2021). Reflections upon the contemporary graphics: Future challenges in higher education. https://doi.org/10.5209/aris.68512
Gamboa, M. A., & Presa, D. I. C. (2023). Convivir con inteligencias artificiales en la educación superior: Retos y estrategias. https://doi.org/10.22201/iisue.24486167e.2023.Especial.61691
González‐Sanmamed, M., Sangrà, A., Souto‐Seijo, A., & Blanco, I. E. (2020). Learning ecologies in the digital era: Challenges for higher education. https://doi.org/10.30827/PUBLICACIONES.V50I1.15671
Guerra, J. F., Salinas, T. V., & Ríos‐Manríquez, M. (2022). Technological higher education institutions in digital era: A future vision. https://doi.org/10.3917/resg.147.0117
Kravchenko, H., Ryabova, Z., Kossova‐Silina, H., Zamojskyj, S., & Holovko, D. (2024). Integration of information technologies into innovative teaching methods: Improving the quality of professional education in the digital age. https://doi.org/10.56294/dm2024431
Lobos, K., Cobo‐Rendón, R. C., Guzmán, E., & Bruna, C. (2022). Adaptation and validation of two questionnaires on technology implementation in university teaching. https://doi.org/10.4067/S0718-50062022000500001
López‐Martín, E., Gutiérrez‐De‐rozas, B., Otero‐Mayer, A., & Expósito‐Casas, E. (2022). Qualitative analysis of the professional profile of a good secondary school teacher. https://doi.org/10.22550/REP80-3-2022-04
Magalhães, A. M. (2021). Paths and dilemmas of higher education in the digital age. https://doi.org/10.1590/ES.249245
Medina, I. G., Navio, E. P., Chocano, O. G., & Martinez, I. G. (2024). Differences between pre-school and primary school students in their attitude, use and knowledge of ICTs. https://doi.org/10.6018/reifop.618681
Ormeño-Arriagada, P., Lopez-Arias, K., & Oróstica, K. (2025). Analysis of digital competence perception among the faculty of industrial civil engineering: A case study at the University Viña del Mar (Chile). https://doi.org/10.4067/S0718-50062025000100023
Qian, L., Cao, W., & Chen, L. (2025). Influence of artificial intelligence on higher education reform and talent cultivation in the digital intelligence era. https://doi.org/10.1038/s41598-025-89392-4
Romero-Tena, R., Barragán-Sánchez, R., Gutiérrez-Castillo, J. J., & Palacios-Rodríguez, A. (2024). Analysis of teaching digital competence in early childhood education. Profile and identification of influencing factors. https://doi.org/10.13042/Bordon.2024.100427
Ruiz-Corbella, M. (2023). Rethinking distance education in the digital age. https://doi.org/10.4067/S0718-07052023000100237
Sanchez, D. M., & Jimenez-Parra, J. F. (2022). Interpersonal teaching style: A profile analysis according to the differences in motivation, basic psychological needs, school climate and teaching with satisfaction. https://doi.org/10.6018/sportk.469701
Simó, V. L., Lagarón, D. C., & Rodríguez, C. S. (2020). STEM education for and with a digital era: The role of digital tools for the performance of scientific, engineering and mathematic practices. https://doi.org/10.6018/RED.410011
Vélez-Falcones, A. C., Mendoza-Zambrano, M. G., Cobeña-Napa, M. A., Parrales-Mendoza, D. G., Álava-Rosado, D. F., Meza-Montes, J. K., & Salazar Olives, G. G. (2025). The profile of the high school graduate towards the era of education 5.0: A case study. https://doi.org/10.56294/saludcyt20251131
Vásquez-Pajuelo, L., Rodriguez-Barboza, J. R., Bartra-Rivero, K. R., Quintanilla-Alarcón, E. A., Vega-Jaime, W., & Chavarri-Joo, E. F. (2024). Digital Challenges: The Need to Improve the Use of Information Technologies in Teaching. https://doi.org/10.56294/dm2024216
Villarreal-Villa, S., García-Guliany, J., Hernández-Palma, H., & Steffens-Sanabria, E. (2019). Teacher competences and transformations in education in the digital age. https://doi.org/10.4067/S0718-50062019000600003
Virgili, M. E. T. (2021). El bienestar tecnológico: La relevancia de la educación en la propaganda de la era digital. https://doi.org/10.24320/REDIE.2021.23.E3R.5008
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Scientific Connection International Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, mostrar y utilizar los artículos, siempre y cuando se dé el debido reconocimiento al autor original y a la fuente del trabajo. No está permitida la utilización de los materiales para fines comerciales ni la realización de modificaciones, adaptaciones o versiones derivadas sin el permiso explícito del autor.
