University Digital Transformation in Latin America: An Integrative Review 2018–2025
DOI:
https://doi.org/10.47606/ACVEN/PH0429Keywords:
digital transformation, digital governance, faculty competences, educational ethics, digital maturity, higher educationAbstract
This study presents an integrative review of the digital transformation of higher education in Latin America (2018–2025), with a particular focus on the Peruvian context. A total of 34 peer-reviewed articles were analyzed from Scopus, Web of Science, SciELO, ERIC, and RedALyC databases, following the PRISMA 2020 framework adapted to qualitative reviews and using a thematic–narrative analysis. Most studies originated from Peru (41%), followed by Mexico, Chile, Colombia, and other Latin American countries. The analysis identified five core dimensions: conceptualization of transformation, digital governance and policy, faculty digital competence, institutional ethics, and organizational maturity. Findings indicate an intermediate stage of digital maturity, with notable progress in governance and faculty development but persistent structural gaps in planning, infrastructure, and impact evaluation. Beyond a technological phenomenon, university digital transformation emerges as a sociotechnical and ethical process in which equity, institutional ethics, and humanistic formation define its scope and meaning. Looking ahead, the sustainability of higher education in the region will depend on universities’ ability to align technological innovation with educational justice and institutional resilience.
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Copyright (c) 2026 Florencia Chafloque-Capuñay , José Eugenio Chafloque-Capuñay , Kattia Solano-Leandro , Leticia Laura Reyes-Rosales
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