Integración de las tecnologías emergentes en los procesos de enseñanza-aprendizaje: Una revisión sistemática (2020-2025)

This article presents a systematic literature review on the use of emerging technologies in education, with the aim of analyzing their integration into teaching practice and their contribution to improving teaching and learning processes. The literature search was conducted in high-impact, indexed scientific databases, such as Scopus, Web of Science (WoS), Lantidex, SciELO, and Redalyc, covering publications from 2020 to 2025. A total of 836 published scientific articles were retrieved, from which, through a rigorous screening process and application of inclusion and exclusion criteria, 90 articles, both theoretical and empirical, relevant to the review's objectives were selected. The results show a sustained increase in scientific production, particularly since 2020, with a strong emphasis on the use of artificial intelligence, digital platforms, and virtual learning environments. However, the studies analyzed agree that the effectiveness of these technologies depends largely on teachers' pedagogical and digital skills, as well as the existence of clear pedagogical models and ongoing teacher training. Challenges related to the digital divide, resistance to change, and ethical considerations linked to the responsible use of emerging technologies are also identified. It is concluded that their effective integration requires a critical, ethical, and inclusive pedagogical approach aimed at improving the quality of education.