Las competencias tecnopedagógicas de los docentes en el rendimiento académico de los estudiantes de Bachillerato

Abstract

In today's world, marked by rapid technological evolution, teachers' techno-pedagogical competencies have become a determining factor for educational success, especially at the high school level. These competencies encompass teachers' ability to integrate Information and Communication Technologies (ICT) effectively and creatively into their pedagogical practices. This study aims to foster teachers' techno-pedagogical competencies in using technology to improve their classroom performance and reinforce the academic accomplishment of high school students. The systematic literature review follows the Preferred Reporting Items for the Systematic Review and Meta-Analyses (PRISMA) guidelines to support the inclusion and exclusion of articles to strengthen the study. The Catholic University of Cuenca databases such as Scopus, Web of Science, Proquest, and SciELO were accessed. In this study, 14 articles were reviewed to determine the teachers' techno-pedagogical competencies in high school student's academic performance, and the UNESCO Thesaurus and ERIC were used to identify the vocabulary. Research has demonstrated that the teachers' techno-pedagogical competencies have a positive impact on the academic performance of high school students and generate greater motivation and participation in the classroom, the development of more advanced technological and digital skills, and to think critically and solve problems creatively. Keywords: techno-pedagogy, competence, methodological strategies, interlearning, high school