Resumen
La investigación buscó analizar la evidencia internacional de las estrategias de formación continua para el desarrollo de competencias digitales en docentes de educación básica. Desarrollando una revisión sistemática siguiendo los lineamientos PRISMA, examinando artículos publicados entre 2021 y 2025 en Scopus, Web of Science y SciELO, seleccionando 23 estudios empíricos. Los hallazgos mostraron que, las estrategias sustentadas en formación blended, comunidades profesionales de aprendizaje y mentiría, presentan mayores efectos en la integración pedagógica de la tecnología y la autoeficacia docente. Concluyendo que, la formación permanente efectiva va requerir de posturas que sean participativas, contextualizadas y con un acompañamiento institucional sostenido.
Citas
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