TEACHER TRAINING FOR TECHNOLOGICAL EDUCATION: COMPETENCIES, CHALLENGES, AND INNOVATION

Resumen

This study aimed to analyze competencies, challenges, and innovation strategies in teacher training for technological education. It consists of an integrative literature review with a qualitative approach conducted between December 2025 and January 2026. The methodological process included defining the research problem, establishing inclusion and exclusion criteria, conducting a systematic search in the SciELO, ERIC, ScienceDirect, and SpringerLink databases, selecting and fully reviewing the studies, extracting data using a structured instrument, and performing thematic data analysis. Articles published between 2020 and 2025, available in full text and related to teacher training and digital competence, were included. The search identified 245 publications, of which 13 comprised the final sample. The results were organized into three axes: teachers’ digital competencies, structural and institutional challenges, and innovative training strategies. Findings indicate that digital competence involves the integration of technological mastery, pedagogical knowledge, instructional contextualization, and ethical responsibility. Identified challenges included curricular fragmentation, weaknesses in continuing professional development, infrastructure limitations, and the absence of articulated institutional policies. The study also highlights training strategies grounded in the articulation between theory and practice, supervised experimentation, and continuous mentoring. In summary, the consolidation of technological education depends on the implementation of integrated and systematic training models supported by active methodologies, institutional support, and an organizational culture oriented toward innovation. Teacher education should be understood as a continuous process aligned with the demands of contemporary digital society, fostering critical, creative, and socially responsible pedagogical practices.