Abstract

VIERA PEREZ, Diego Sebastián et al. Use of digital tools and technological resources in university teaching. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS01102025.  Epub Oct 25, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.275.

The use of digital tools and technological resources in university teaching has transformed educational processes, promoting innovative methodologies that improve the learning experience. However, their implementation poses challenges in terms of teacher adaptation, equity in technological access, and quality of learning. The objective of this research is to analyze the impact of these tools in higher education, identifying their benefits, limitations, and opportunities for improvement. A literature review was conducted in academic databases such as Google Scholar, SciELO, and PubMed, selecting 22 studies published from 2021 onwards. The results show that gamification and the use of LMS platforms have optimized motivation and personalization of learning, but require adequate teacher training for their effective application. In addition, artificial intelligence has favored student autonomy and academic feedback, although its excessive use can decrease social interaction. Regarding the adaptation of teachers and students, a gap is observed between training in digital skills and their actual implementation in the classroom. Finally, inequalities persist in technological infrastructure and equitable access to ICTs, which limits the effectiveness of these tools. It is concluded that technology in higher education must balance innovation with human development, promoting inclusive strategies focused on meaningful learning. It is essential to design policies that reduce the digital divide and strengthen teacher training to optimize the use of these tools in higher education.

Keywords : digital education; technological tools; university teaching; educational innovation; digital divide.

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