A detailed review of the factors, consequences, and impact assessment of communities of practice in strengthening technological competencies in higher education
DOI:
https://doi.org/10.63969/5t7tc203Keywords:
Professional collaborative group, university education, technological skills, continuing faculty development, collective learning spaceAbstract
Higher education institutions are constantly seeking professional development programs that promote teaching practices in line with current demands, with communities of practice being a viable option. This article, based on a literature review of 14 studies selected from 282 scientific publications from 2020 to 2024 (following Arlene Fink's methodology), summarizes the fundamental aspects, results, and impact evaluation methodologies of communities of practice, specifically those focused on the development of technological competencies in university professors. The findings reveal that these communities empower professors, improve their attitude toward technology, combat technological isolation, facilitate the exchange of best practices, promote pedagogical reflection, and strengthen academic ties. However, gaps are identified, such as limited research on impact evaluation and the relationship between the duration of interventions and results, as well as the scarcity of publications in Spanish on this topic in higher education.
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