Transformación digital aplicada a la educación: Un mapeo sistémico
Abstract
La transformación digital representa un proceso en la modernización de las instituciones, que buscan mejora continua. El presente estudio explora el estado del arte en el contexto de la transformación digital, analizando tendencias, retos y oportunidades. La metodología utilizada es de carácter cualitativa-exploratoria. Se analizaron 278 artículos científicos indexados en Web of Science, Scopus y Google Scholar, utilizando protocolos de revisión. Entre los principales hallazgos se encuentran que la pandemia de COVID-19 sirvió como catalizador para adoptar las tecnologías, consolidando el uso de Entornos Virtuales de Enseñanza-Aprendizaje, reuniones virtuales, videolearning y la inteligencia artificial como asistente educativo. No obstante, persisten desafíos tales como las brechas digitales, económicas y competenciales; resistencia al cambio y dilemas éticos en el uso de la inteligencia artificial. Se concluye que, a pesar de la utilidad percibida con los avances tecnológicos, se prefiere la interacción presencial para cuestiones complejas y de índole práctica. Asimismo, mientras las generaciones más jóvenes se adaptan de manera orgánica a estas innovaciones, los docentes tienen más dificultades, requiriendo capacitación en estrategias pedagógicas de vanguardia. Finalmente, se recomienda que las instituciones y gobiernos prioricen la inversión en infraestructura, capacitación docente y rediseño didáctico para integrarse de manera efectiva en esta tendencia.
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References
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Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., y Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012
Li, J., y Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83, 103958. https://doi.org/10.1016/j.scs.2022.103958
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Méndez, V. G., Méndez, C. G., Monzonís, N. C., y Ariza, A. C. (2025). The impact of technology on learning in higher education: A systematic literature review. Texto Livre, 18, e51463. https://doi.org/10.1590/1983-3652.2025.51463
Miralrio, A., Muñoz-Villota, J., y Camacho-Zuñiga, C. (2024). From flexibility to adaptive learning: a pre-COVID-19 perspective on distance education in Latin America. Frontier in Computer Science, 6, 1250992. https://doi.org/10.3389/fcomp.2024.1250992
Murillo, J. U., y Rubio, S. J. (2024). Rostro de la virtualización en la educación: Ecuador. Revista de Ciencias Sociales (Ve), XXX(4), 358-370. https://doi.org/10.31876/rcs.v30i4.43002
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Recalde, H., Baldeón, P., Albuja, P., y Toasa, R. (2023). Integración Moodle con Sistemas de Gestión Académica en las IES, caso de estudio Tecnológica Universidad Israel. RISTI - Revista Ibérica de Sistemas e tecnologías de Informacao, (E-55), 77-85. https://www.risti.xyz/issues/ristie55.pdf
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Testa, S., Macagno, A., Bertolino, F., Cacciamani, S., Grange, T., Perrucci, V., Piu, A., Timpano, G., y Cattelino, E. (2023). Academic satisfaction among university students during the COVID-19 pandemic: The influence of individual, social, and organizational variables. Frontiers in Education, 8, 1268585. https://doi.org/10.3389/feduc.2023.1268585
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Tyskbo, D., y Nygren, J. (2024). Reconfiguration of uncertainty: Introducing AI for prediction of mortality at the emergency department. Social Science and Medicine, 359, 117298. https://doi.org/10.1016/j.socscimed.2024.117298
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Ahmed, A. M., y Mohammed, C. N. (2022). Web towards the semantic web: A review of recent trends in its domains. AIP Conference Proceedings, 2944, 020022. https://doi.org/10.1063/5.0204997
Alarfag, A., y Alrashidi, M. (2025). Revolutionizing gifted education: enhancing teachers’ digital competence through fourth industrial revolution training. Discover Sustainability, 6, 159. https://doi.org/10.1007/s43621-025-00946-y
AlBlooshi, S., Smail, L., Albedwawi, A., Al Wahedi, M., y Alsafi, M. (2023). The effect of COVID-19 on the academic performance of Zayed University students in the United Arab Emirates. Frontiers in Psychology, 14, 1199684. https://doi.org/https://doi.org/10.3389/fpsyg.2023.1199684
Analuisa-Aroca, I., Jimber, J.-A., Sorhegui-Ortega, R., y Vergara-Romero, A. (2022). Cadenas de Valor Agrícola: Revisión y análisis bibliométrico. Revista de Ciencias Sociales (Ve), XXVIII(4), 79-95. https://doi.org/10.31876/rcs.v28i4.39118
Azıonya, C. M., y Nhedzı, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the COVID-19 lockdown. Turkish Online Journal of Distance Education, 22(4), 11. https://doi.org/https://doi.org/10.17718/tojde.1002822
Bernate, J. A., y Fonseca, I. P. (2023). Impacto de las Tecnologías de Información y Comunicación en la educación del siglo XXI: Revisión bibliométrica. Revista de Ciencias Sociales (Ve), XXIX(1), 227-242. https://doi.org/10.31876/rcs.v29i1.39748
Bharadwaz, S., Preetha, S., Sridevi, G., y Prathap, L. (2021). Impact of online classes on the mental health of school students during covid-19 in Chennai. Journal of Pharmaceutical Research International, 33(57B), 20-27. https://doi.org/10.9734/JPRI/2021/v33i57B34024
Biolchini, J., Gomes, P., Cruz, A. C., y Horta, G. (2005). Sistematic review in software engineering. Technical report RT-ES679/05. Systems Engineering and Computer Science Department. https://www.cos.ufrj.br/uploadfile/es67905.pdf
Cevher, A. Y., y Topus, A. C. (2025). The impact of industry 5.0 on the evolution of distance learning. In S. Grima, S. S. Kaleli, M. Baygin y E. Boztepe (Eds.), Business Challenges and Opportunities in the Era of Industry 5.0 (pp. 73-88). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-676-320251005
Chávez, S. V., Arteaga, M. M., Bumbila, B. B., y Maitta, I. S. (2025). Entornos virtuales como estrategias integrales para optimizar el proceso enseñanza-aprendizaje en el área de Ciencias Naturales. Revista de Ciencias Sociales (Ve), XXXI(1), 234-249. https://doi.org/10.31876/rcs.v31i1.43504
Enoch, L. C., Abraham, R. M., y Singaram, V. S. (2022). A comparative analysis of the impact of online, blended, and face-to-face learning on medical students’ clinical competency in the affective, cognitive, and psychomotor domains. BMC Medical Education, 22, 753. https://doi.org/10.1186/s12909-022-03777-x
García-Alberti, M., Suarez, F., Chiyón, I., y Mosquera, J. C. (2021). Challenges and experiences of online evaluation in courses of civil engineering during the lockdown learning due to the COVID-19 pandemic. Education Sciences, 11(2), 59. https://doi.org/10.3390/educsci11020059
Garzón, A., Rubio, A., y Pérez-Pulido, A. J. (2022). E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate. Bioinformatics Advances, 2(1), vbac031, https://doi.org/10.1093/bioadv/vbac031
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., y Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and Software Technology, 51(1), 7-15. https://doi.org/10.1016/j.infsof.2008.09.009
Lambert, C. G., y Rennie, A. E. W. (2021). Experiences from COVID-19 and emergency remote teaching for entrepreneurship education in engineering programmes. Education Sciences, 11(6), 282. https://doi.org/10.3390/educsci11060282
Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., y Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012
Li, J., y Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83, 103958. https://doi.org/10.1016/j.scs.2022.103958
Liu, H., Kulturel-Konak, S., y Konak, A. (2021). Key elements and their roles in entrepreneurship education ecosystem: Comparative review and suggestions for sustainability. Sustainability, 13(19), 10648. https://doi.org/10.3390/su131910648
Liu, Q. (2024). Digital transformation of higher education in China: Ways to improve academic performance. Croatian Journal of Education, 26(1). https://doi.org/10.15516/cje.v26i1.4903
Madou, T., e Iserbyt, P. (2020). Mastery versus self-directed blended learning in basic life support: A randomised controlled trial. Acta Cardiológica, 75(8), 760-766. https://doi.org/10.1080/00015385.2019.1677374
Martínez-Rolán, X., Cabezuelo-Lorenzo, F., y Oliveira, L. (2025). Os novos cenários da sociedade digital diante do desafio da Inteligência Artificial (IA) Gerativa. Encontros Bibli, 30, e105080. https://doi.org/10.5007/1518-2924.2025.e105080
Meinert, E., Eerens, J., Banks, C., Maloney, S., Rivers, G., Ilic, D., Walsh, K., Majeed, A., y Car, J. (2021). Exploring the Cost of eLearning in Health Professions Education: Scoping Review. JMIR Medical Education, 7(1), e13681. https://doi.org/10.2196/13681
Méndez, V. G., Méndez, C. G., Monzonís, N. C., y Ariza, A. C. (2025). The impact of technology on learning in higher education: A systematic literature review. Texto Livre, 18, e51463. https://doi.org/10.1590/1983-3652.2025.51463
Miralrio, A., Muñoz-Villota, J., y Camacho-Zuñiga, C. (2024). From flexibility to adaptive learning: a pre-COVID-19 perspective on distance education in Latin America. Frontier in Computer Science, 6, 1250992. https://doi.org/10.3389/fcomp.2024.1250992
Murillo, J. U., y Rubio, S. J. (2024). Rostro de la virtualización en la educación: Ecuador. Revista de Ciencias Sociales (Ve), XXX(4), 358-370. https://doi.org/10.31876/rcs.v30i4.43002
Naciones Unidas (2018). La Agenda 2030 y los Objetivos de Desarrollo Sostenible: una oportunidad para América Latina y el Caribe. Comisión Económica para América Latina y el Caribe (CEPAL). https://www.cepal.org/es/publicaciones/40155-la-agenda-2030-objetivos-desarrollo-sostenible-oportunidad-america-latina-caribe
Park, C., y Kim, D.-G. (2020). Perception of instructor presence and its effects on learning experience in online classes. Journal of Information Technology Education: Research, 19, 475-488. https://doi.org/10.28945/4611
Petersen, K., Feldt, R., Mujtaba, S., y Mattsson, M. (2008). Systematic mapping studies in software engineering. EASE’08: Proceedings of the 12th international conference on Evaluation and Assessment in Software Engineering (pp. 68-77).
Purnomo, Y. W., Pranato, I. W., Fitriya, Y., y Kaur, A. (2024). The role of self-regulation in the relationship between adaptability and engagement: A case of online mathematics learning for elementary school students. Online Learning, 28(1), 1-21. https://doi.org/10.24059/olj.v28i1.3849
Recalde, H., Baldeón, P., Albuja, P., y Toasa, R. (2023). Integración Moodle con Sistemas de Gestión Académica en las IES, caso de estudio Tecnológica Universidad Israel. RISTI - Revista Ibérica de Sistemas e tecnologías de Informacao, (E-55), 77-85. https://www.risti.xyz/issues/ristie55.pdf
Ruiz-Ruiz, M. F., Fernández-Peñuelas, I., Paucar-Lecaros, B. L., y Sallandt, U. (2025). Charla futurista con Inteligencia Artificial: Explorando su impacto en la Educación Superior de América Latina. Revista de Ciencias Sociales (Ve), XXXI(2), 400-420. https://doi.org/10.31876/rcs.v31i2.43775
Santana, R., Rossi, G., Mendez, G. G., Rodriguez, A., y Cajas, V. (2021). Smart glasses user experience in STEM students: A systematic mapping study. In Á. Rocha, H. Adeli, G. Dzemyda, F. Moreira y A. M. Ramalho (Eds.), Trends and Applications in Information Systems and Technologies. WorldCIST 2021. Advances in Intelligent Systems and Computing (Vol. 1365, pp. 455-467). Springer. https://doi.org/10.1007/978-3-030-72657-7_44
Simon, P. D., Jiang, J., y Fryer, L. K. (2024). Assessment of class participation in online and offline learning environments: A qualitative investigation of teachers’ best practices and challenges. Higher Education Research & Development, 44(5), 1191-1208. https://doi.org/10.1080/07294360.2025.2462024
Soukup, V. (2023). Industry 4.0: From smart factories to Artificial Intelligence. In D. Cagáňová y N. Horňáková (Eds.), EAI/Springer Innovations in Communication and Computing (pp. 95-105). Springer. https://doi.org/10.1007/978-3-030-92968-8_6
Sum, C., Chan, I., y Wong, H. (2021). Ready to learn in an uncertain future: Ways to support student engagement. Accounting Research Journal, 34(2), 169-183. https://doi.org/10.1108/ARJ-08-2020-0220
Testa, S., Macagno, A., Bertolino, F., Cacciamani, S., Grange, T., Perrucci, V., Piu, A., Timpano, G., y Cattelino, E. (2023). Academic satisfaction among university students during the COVID-19 pandemic: The influence of individual, social, and organizational variables. Frontiers in Education, 8, 1268585. https://doi.org/10.3389/feduc.2023.1268585
Thottempudi, P., Konduru, R. M., Valiveti, H. B., Kuraparthi, S., y Kumar, V. (2025). Digital health resilience: IoT solutions in pandemic response and future healthcare scenarios. Discover Sustainability, 6, 144. https://doi.org/10.1007/s43621-025-00886-7
Tseng, K.-K., y Li, F. (2023). Course design for advanced Artificial Intelligence. In F. Paas, S. Patnaik y T. Wang (Eds.), Recent Trends in Educational Technology and Administration. EduTA 2023. Learning and Analytics in Intelligent Systems (Vol. 38, pp 198-214). Springer. https://doi.org/10.1007/978-3-031-60777-6_19
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Published
2025-10-09
How to Cite
Illescas Espinoza, W. H., Nugra Betancourth, M. A., Santana Estrella, R. E., & Sancho López, C. S. (2025). Transformación digital aplicada a la educación: Un mapeo sistémico. Revista De Ciencias Sociales, 31, 301-318. https://doi.org/10.31876/rcs.v31i.44566
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Artículos
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