Innovation, digitalization, and competencies in higher technological education: a systematic review of the literatura
DOI:
https://doi.org/10.62305/alcon.v5i5.896Keywords:
higher technological education; educational innovation; digitalization; digital competenciesAbstract
The systematic review study aimed to analyze the relationship between innovation, digitalization, and competency development in higher technological education by identifying the predominant approaches, research trends, and existing gaps in the recent scientific literature. To this end, a systematic literature review was conducted in accordance with the PRISMA statement guidelines, through a search for studies published between 2019 and 2025 in the Google Scholar and ScienceDirect databases. Rigorous inclusion and exclusion criteria related to language, full-text availability, study type, and thematic relevance were applied, allowing the selection of eleven studies for qualitative synthesis. The results showed that digitalization and educational innovation were not limited to the instrumental use of technologies, but were linked to pedagogical, curricular, and institutional transformations oriented toward a competency-based approach. Furthermore, teacher and student digital competence was identified as a key factor for the effective adoption of technological innovations, conditioned by training, self-efficacy, and institutional support. The relationship between innovation, digitalization, and competencies in higher technological education was configured as an interdependent system that required intentional pedagogical strategies and coherent institutional frameworks to generate a sustainable educational impact.
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