Innovative strategies for the didactic updating of university professors of language and literature: challenges and possibilities in contexts of educational transformation

Adapting to New Learning Cultures and the Role of Teachers’ Age in Their Digital-Pedagogical Readiness

The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.

Institutional support for pedagogical

Pedagogical neotechnicism, innovation and the impact on teaching in Higher Education

Between vocation and technology: tensions and opportunities of digital teaching competence in fiscomisional institutions in Esmeraldas

It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.

INTEGRATION OF TECHNOLOGICAL METHODOLOGIES INTO THE SCHOOL CURRICULUM IN BRAZILIAN BASIC EDUCATION

This article examines, with analytical depth, the incorporation of technological methodologies into the school curriculum within Brazilian basic education, critically problematizing how such innovative practices reorganize teaching work, institutional dynamics, and the student experience in daily school life. The general objective consists of thoroughly analyzing the pedagogical implications of this curricular and technological integration, considering in an articulated manner hybrid teaching, active learning methodologies, and digital information and communication technologies as structuring axes. The adopted methodology is based on qualitative Bibliographic Research, grounded in the systematic analysis of recent academic productions addressing teacher training, educational policies, and curricular innovation. The investigative path covers the historical and social contextualization of the theme, the rigorous formulation of the research problem, the support of consolidated theoretical foundations, and critical considerations regarding contemporary pedagogical practice. The findings indicate that technological integration demands a profound reconfiguration of formative practices, requiring the overcoming of merely instrumental or superficial approaches to digital resources. It is concluded that the effectiveness and success of this incorporation intrinsically depend on consistent continuing education policies, structural investments aimed at the adequate infrastructure of school units, and a continuous resignification of the curriculum, in order to foster highly significant learning, critical thinking, and student protagonism throughout Brazilian basic education.

Digital teaching competence as an indicator of institutional innovation in private schools in Esmeraldas, Ecuador

Digital transformation has reshaped education in contemporary times, with institutional and teacher demands creating new challenges within a technology- and knowledge-driven society. Meanwhile, in this context, teachers' digital competence has become strategically important, acquiring strategic significance in changing teaching and learning processes and fostering sustainable institutional change. However, research focusing on this competence as a predictor of institutional innovation is scarce, especially in church-affiliated schools. This study aimed to examine teachers' digital competence as a measure of institutional innovation in church-affiliated schools in Esmeraldas, using an exploratory method based on a systematic review of the most recent scientific literature. A systematic review was proposed, following the PRISMA 2020 guidelines as a methodological approach, to facilitate the review. Publications indexed in Scopus, Web of Science, ERIC, SciELO, and Dialnet from 2020 to 2026 were included. Based on the inclusion and exclusion criteria, 25 studies were included in the analysis. The findings suggest that teachers' digital competence has shifted from an instrumental perspective to a multidimensional one based on technological, pedagogical, collaborative, and innovative capabilities. Similarly, a strong relationship was found between digital skills, pedagogical innovation, digital culture, organizational learning, and institutional innovation. As a starting point, the CDD-II model is introduced, which describes how teachers' digital skills become a catalyst for the sustainable transformation of education. It is implied that teachers' digital competence is a strategic instrument for institutional innovation and a fundamental tool for improving educational quality in sensitive environments.