Competencias digitales docentes y mediación del aprendizaje activo en secundaria: revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.23845222Palabras clave:
competencia digital docente, aprendizaje activo, educación secundariaResumen
El presente estudio tuvo como objetivo examinar la evidencia disponible sobre la relación entre la competencia digital docente y la promoción del aprendizaje activo en la educación secundaria. Para ello, se realizó una búsqueda sistemática en Scopus de publicaciones entre 2024 y 2026. Tras aplicar los criterios de selección, se revisaron 118 registros y se incluyeron 28 estudios en el análisis. La síntesis, elaborada a partir de los resúmenes disponibles, se organizó en cuatro ejes: competencias para el diseño y la mediación pedagógica, prácticas de aprendizaje activo, resultados educativos y condiciones de implementación. Los resultados sugieren que las habilidades pedagógicas relacionadas con el uso de la tecnología se asocian con mayores oportunidades de indagación, colaboración y autonomía para el estudiantado. No obstante, una mejor planificación o actitudes más favorables hacia la tecnología no siempre se traducen en cambios efectivos en las prácticas de aula. Mientras algunas intervenciones reportaron avances en el desempeño y las competencias del alumnado, otras se centraron en beneficios percibidos por docentes o estudiantes. La formación continua, el acompañamiento institucional y el acceso a recursos adecuados resultaron determinantes para la implementación. Sin embargo, la heterogeneidad metodológica y la falta de evaluación del riesgo de sesgo limitan la posibilidad de establecer conclusiones más firmes. En términos generales, los hallazgos indican que esta relación debe analizarse a partir de cómo el profesorado integra las tecnologías en actividades concretas, y no asumiendo que su simple incorporación garantice una mejora en el aprendizaje.
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