Modelo TPACK en la educación superior: fundamentos teóricos, enfoques metodológicos y beneficios educativos

Introduction: Technological pedagogical knowledge represents a critical framework for enhancing university teaching competencies and fostering educational innovation within digital environments. Objective: This study aims to analyze the theoretical foundations, applications, and benefits of the Tech...

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Autores principales: Milagros Osores Maita, Emma Antonia Álvarez Nuñez, José Estuardo Osores Maita
Formato: Artículo
Lenguaje:inglés
Publicado: 2026
Materias:
TPACK
technological pedagogical content knowledge
higher education
university teaching
faculty development
technology integration in education
educational innovation
digital learning environments
teacher professional development
Mathematics Education and Teaching Techniques
Higher Education Teaching and Evaluation
Education Methods and Technologies
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Sumario:Introduction: Technological pedagogical knowledge represents a critical framework for enhancing university teaching competencies and fostering educational innovation within digital environments. Objective: This study aims to analyze the theoretical foundations, applications, and benefits of the Technological Pedagogical Content Knowledge (TPACK) model in higher education. Methodology: A systematic literature review (SLR) with a qualitative approach was conducted, following the PRISMA guidelines for the identification, screening, eligibility, and inclusion phases. The search encompassed the Scopus, Web of Science, SciELO, and ERIC databases. The final sample consisted of 20 articles published between 2020 and 2026. Content analysis was employed for the organization and interpretation of the findings. Results: Findings indicate that 65% of the studies reported moderate levels of TPACK among university faculty, while 70% evidenced a positive correlation between the application of the TPACK model and the quality of technology integration in educational processes. The results underscore its utility in articulating disciplinary, pedagogical, and technological knowledge within teaching practice. Conclusions: The TPACK model constitutes a valid theoretical and practical framework to guide university teacher training and promote pedagogical innovation. Its implementation facilitates a more relevant, contextualized technology integration aligned with the requirements of contemporary teaching-learning processes.

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