El rol docente en la instrucción y gestión de vocaciones profesionales en disciplinas STEM. Una revisión sistemática
Resumen
La educación STEM (Ciencia, Tecnología, Ingeniería y Matemáticas) se ha consolidado como un enfoque clave para abordar los retos del siglo XXI, donde la innovación y la globalización exigen ciudadanos capaces de afrontar los cambiantes desafíos actuales. En este contexto, el profesorado juega un papel fundamental en el diseño de estrategias didácticas y la motivación para el desarrollo de competencias STEM en el alumnado. Este estudio presenta una revisión sistemática de la literatura (2020-2025) sobre profesorado de primaria y secundaria, con el objetivo de identificar tendencias, carencias y oportunidades en la enseñanza STEM. Tras un riguroso proceso de búsqueda en cuatro bases de datos (PubMed, ScienceDirect, Web of Science y ERIC), se seleccionaron 40 publicaciones relevantes. Los hallazgos muestran que la mayoría de las investigaciones se centran en las percepciones, opiniones y concepciones del profesorado sobre la enseñanza STEM. También destaca la importancia de los programas de formación continua como factores clave para fortalecer la eficacia docente. Geográficamente, Estados Unidos concentra la mayor producción científica, lo que pone de relieve la necesidad de incrementar la investigación en regiones subrepresentadas como América Latina, África y Oriente Medio. El análisis destaca que fortalecer el rol docente, junto con la incorporación de factores sociales, culturales y de equidad, es esencial para un modelo educativo STEM inclusivo, relevante y sostenible.
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Derechos de autor 2026 Mirian Kristell Pérez García, Deneb Elí Magaña Medina
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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