Dimensiones de la transformación digital en instituciones de educación superior para la formación continua.
DOI:
https://doi.org/10.59654/zwacdx48Palabras clave:
Continuing education, digital transformation, lifelong learning, digitization, higher.Resumen
Para entender la necesidad de transformación digital en el campo de la educación continua primero deberemos ser conscientes de la existencia de una sociedad digitalizada facilitada por los cambios tecnológicos y el fenómeno de la globalización. Estos cambios están transformando nuestra forma de entender el mundo y vivir en él. Es en este contexto de transformación digital donde la sociedad espera que la educación continua superior responda a las necesidades de digitalización. Con el objetivo de definir patrones que faciliten los procesos de transformación en nuestras instituciones de educación superior en el desarrollo de programas de formación continua, el presente artículo analiza, a través de 26 artículos (entre 2017 y 2022), seleccionados usando la metodología PRISMA, las principales dimensiones, niveles y actores implicados en los procesos de transformación digital. Los resultados obtenidos nos llevan a concluir que se trata de un campo de interés emergente, especialmente después de la pandemia del COVID 19 la cual ha acelerado los procesos de digitalización.
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