Systematic Analysis of Barriers and Facilitators to Adoption of Emerging Technologies in Ibero-American Higher Education

Authors

DOI:

https://doi.org/10.47606/ACVEN/PH0334

Keywords:

emerging technology, technology adoption, educational technology, barriers, facilitators, educational innovation

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.

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Published

2025-04-02

How to Cite

Aguilar Cuenca, M. I. ., Maza Córdova, J., & Román Aguilar, M. (2025). Systematic Analysis of Barriers and Facilitators to Adoption of Emerging Technologies in Ibero-American Higher Education. Prohominum, 7(2), 69–88. https://doi.org/10.47606/ACVEN/PH0334

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