Abstract
The research sought to analyze international evidence on continuing training strategies for the development of digital competencies in basic education teachers. A systematic review was conducted following the PRISMA guidelines, examining articles published between 2021 and 2025 in Scopus, Web of Science, and SciELO, and selecting 23 empirical studies. The findings showed that strategies based on blended learning, professional learning communities, and mentoring have greater effects on the pedagogical integration of technology and teacher self-efficacy. It was concluded that effective continuing education requires participatory and contextualized approaches, together with sustained institutional support.
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