Research on ICT in Teacher Education in Chile: A Systematic Review

• Autores: Tapia Silva, Hugo, Arancibia Muñoz, María Luisa
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: Revistas - Universidad Peruana de Ciencias Aplicadas
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/2142
• Enlace del recurso: https://revistas.upc.edu.pe/index.php/docencia/article/view/2142
• Nivel de acceso: acceso abierto
• Materia: Teacher education; Educational technology; Curriculum; Educational innovations; digital skills; Formación de docentes; Tecnología educativa; Planes de estudio; Innovación educacional; Competencia digital; Formação de professores; Tecnologia educacional; Planos de estudo; Inovação educacional; Competência digital

Introduction: In the Chilean context, integrating Information and Communication Technologies (ICT) into Initial Teacher Education (ITE) is a key challenge for modernizing education. Despite efforts to incorporate ICT standards, significant gaps persist, including gender disparities and the practical application of digital competencies. Background: A systematic review was conducted following PRISMA guidelines. The search was performed in Web of Science, Scopus, and Scielo, applying inclusion criteria such as peer-reviewed articles, open access, and publications from 2013 onward. A total of 31 articles were selected, addressing digital competencies, curriculum design, and technological innovations in ITE. The analyzed studies highlighted three main areas: digital competencies, ICT-integrated curricula, and pedagogical innovations. Discussion: Discrepancies were identified between self-perceived and actual performance of digital competencies, alongside gender gaps. Regarding curriculum integration, specific ICT-focused courses are more prevalent than transversal approaches. The findings underscore the need to advance toward practical assessments that evaluate real-world performance in pedagogical contexts. Additionally, inclusive strategies are essential to address gender gaps and foster innovative pedagogical models, such as flipped classrooms and immersive technologies.