<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0169</journal-id>
<journal-title><![CDATA[Prohominum. Revista de Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Prohominum]]></abbrev-journal-title>
<issn>2665-0169</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01692025000200069</article-id>
<article-id pub-id-type="doi">10.47606/acven/ph0334</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis Sistemático de Barreras y Facilitadores en Adopción de Tecnologías Emergentes en Educación Superior Iberoamericana]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic Analysis of Barriers and Facilitators to Adoption of Emerging Technologies in Ibero-American Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Cuenca]]></surname>
<given-names><![CDATA[María Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Román Aguilar]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maza-Córdova]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Machala (UTM)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>69</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01692025000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01692025000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01692025000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las tecnologías emergentes como la inteligencia artificial o la realidad aumentada están redefiniendo las prácticas de enseñanza-aprendizaje en la educación superior de Iberoamérica. Sin embargo, la adopción de estas herramientas no ha sido uniforme y persisten vacíos sobre cuáles son los factores que fomentan o dificultan su implementación efectiva y equitativa. Con el fin de esclarecer estas barreras y facilitadores, se realizó una revisión sistemática de la literatura basada en los lineamientos PRISMA y el instrumento SQAC para evaluar la calidad de los estudios. Los resultados evidencian que la inversión financiera y la formación tecnopedagógica del profesorado son elementos determinantes para trascender la fase de proyectos piloto y garantizar una integración sostenible. A su vez, la ausencia de políticas institucionales claras y la brecha digital cultural y económica obstaculizan la transformación en aquellas instituciones con menor adopción tecnológica. Con ello, este trabajo contribuye al debate académico al vincular de forma integral las dimensiones institucionales, pedagógicas y socioculturales, subrayando la importancia de un enfoque que contemple financiamiento, formación docente e infraestructura para lograr una adopción tecnológica inclusiva. En consecuencia, se sugiere profundizar en la relación entre las creencias pedagógicas y la adopción de tecnologías emergentes, así como explorar modelos de colaboración interuniversitaria que permitan reducir la inequidad y promover una innovación digital sostenible en toda la región.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Emerging technologies-such as artificial intelligence and augmented reality-are reshaping teaching and learning practices in Ibero-American higher education. However, the adoption of these tools has been uneven, leaving gaps in understanding which factors promote or hinder their effective and equitable implementation. To clarify these barriers and facilitators, a systematic literature review was conducted using PRISMA guidelines and the SQAC instrument to assess study quality. The findings indicate that financial investment and technopedagogical faculty training are critical elements for moving beyond pilot phases and ensuring sustainable integration. Conversely, the lack of clear institutional policies and the cultural and economic digital divide obstruct progress in institutions with lower levels of technological adoption. Accordingly, this work contributes to the academic debate by integrating institutional, pedagogical, and sociocultural dimensions, underscoring the importance of an approach that includes funding, faculty development, and infrastructure to achieve inclusive technological adoption. Consequently, the study suggests further exploration of how pedagogical beliefs influence the uptake of emerging technologies, as well as inter-university collaboration models that can reduce inequity and foster sustainable digital innovation throughout the region.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología emergente]]></kwd>
<kwd lng="es"><![CDATA[adopción tecnológica]]></kwd>
<kwd lng="es"><![CDATA[barreras]]></kwd>
<kwd lng="es"><![CDATA[facilitadores]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[emerging technology]]></kwd>
<kwd lng="en"><![CDATA[technology adoption]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[barriers]]></kwd>
<kwd lng="en"><![CDATA[facilitators]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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