RT Journal Article
T1 Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning
T2 La transformación educativa a través de las tecnologías emergentes: una revisión crítica de su impacto científico en el aprendizaje
A1 López Catalán, Luis
A1 Ballesteros Regaña, Cristobal
A1 Bernal Bravo, César
A1 Mena Huacas, Andrés
K1 Education
K1 Technology
K1 Learning
K1 Innovation
K1 Research
AB Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. A systematic review of the scientific literature was carried out, analyzing a total of 1567 articles from 2000 to 2024. The results reveal that, although there is a growing interest in the integration of technologies such as artificial intelligence and augmented reality, concerns also emerge about their implementation and effectiveness. In addition, research trends are identified that suggest a multidimensional approach to the use of these technologies, highlighting the importance of teacher training and the educational context in which they are applied. The conclusions indicate that, to maximize the positive impact of these technologies, an informed pedagogical approach that considers the advantages and challenges they entail is essential. This analysis provides a foundation for future studies and guidance for educators and policy makers in effectively incorporating emerging technologies into the educational environment.Keywords: education; technology; learning; innovation; research
PB MDPI
YR 2025
FD 2025-03-16
LK https://hdl.handle.net/10433/27538
UL https://hdl.handle.net/10433/27538
LA en
NO Mena-Guacas, A. F., López-Catalán, L., Bernal-Bravo, C., & Ballesteros-Regaña, C. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. Education Sciences, 15(3), 368. https://doi.org/10.3390/ educsci15030368
NO Universidad Pablo de Olavide
DS RIO
RD Oct 15, 2026