Integration of Emerging Technologies in Education: Trends, Tensions, and Gap in the Specialized Literature (2014–2026)

Abstract

The integration of emerging technologies in education requires overcoming instrumental approaches and adopting critical perspectives that consider ethical, political, and social dimensions. Objective: To present the results of a systematic review (2014–2026) on the integration of emerging technologies in education, identifying trends, theoretical tensions, and research gaps, with an emphasis on Latin America. Methods: Following guidelines PRISMA systematic review complemented by a literature systematization approach (Valle & Salazar, 2021), 2021). Scopus, WoS, SciELO, Redalyc, ERIC, and Dialnet were consulted. Seventy-eight documents (2014–2026) were included. Analysis-synthesis was applied to construct thematic categories. Results: Five thematic lines: technologies as sociotechnical ecosystems; curricular integration between innovation and reproduction; teacher training for technological sovereignty; learning and critical thinking; critical and decolonial approaches from Latin America. Five complementary dimensions: algorithmic literacy, data governance, digital resistance pedagogy, critical evaluation of generative AI, intersectional perspective. Conclusions: There is a structural tension between the transformative potential of technologies and the reinforcement of traditional pedagogies. Teacher training is a critical link. Significant gaps are identified in contexts such as Cuba, opening lines for contextualized research. Conditions for transferability of findings to other educational contexts are discussed.