Technological management for teacher improvement in education 4.0: a review of emerging technologies and digital skills
DOI:
https://doi.org/10.24054/rcta.v2i48.4499Keywords:
education 4.0, generative artificial intelligence, TPACK, digital teaching competence, educational management, pedagogical innovationAbstract
This research is situated at the intersection of management and education and analyzes the role of technology management in teacher professional development within the framework of Education 4.0. Its purpose is to conduct a literature review of technology management for teacher professional development. It begins by highlighting the integration of technology management, which has become a fundamental foundation for educational quality and pedagogical innovation within Education 4.0. It highlights the teacher’s role as a mentor, guide, and facilitator who must be proficient in digital technology tools such as blockchain, data analytics, generative artificial intelligence, and extended reality (XR), among others, which aim to improve academic planning and the personalization of learning. Furthermore, for teacher professional development, models such as Universal Design for Learning (UDL) and TPACK (Technological Pedagogical Content Knowledge) are used, focusing on pedagogical intent and the pursuit of inclusion in the classroom. The methodology employed was a literature review conducted between January and May 2026 through searches in Scopus, ScienceDirect, and Web of Science. Combinations of terms related to “artificial intelligence,” “Education 4.0,” “teacher professional development,” “technology management,” “digital competence,” and “TPACK” were used. Publications from 2020 to 2026 were considered, specifically peer-reviewed articles in Spanish and English that were directly related to technology management applied to teacher professional development. After eliminating duplicates and reviewing the titles, abstracts, and text of the articles, the studies most relevant to the topics of interest were selected for subsequent qualitative analysis.
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Copyright (c) 2026 Fernando Rodríguez Fonseca, Hugo Fernando Castro Silva, Marling Carolina Cordero Díaz
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