ISBN
Formato digital
979-13-88349-30-0
Fecha de publicación
13-08-2026
Licencia
D. R. © copyright 2026. Maricela Marmolejo Haro, Rosa María Zúñiga Rubio y Myriam del Carmen Tovar Rivera.
Todos los contenidos de esta obra se comparten bajo la licencia Creative Commons Atribución/Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0). Esto implica que no está autorizado el uso comercial de la obra original ni de las eventuales obras derivadas, las cuales deberán distribuirse bajo la misma licencia que rige la obra original. No obstante, se permite a terceros compartir el contenido siempre y cuando se reconozca debidamente la autoría y la publicación original en esta editorial.
Alexis Contreras Arámbula
Universidad Autónoma de Nayarit
0009-0007-2868-2401
Ana Teresa Sifuentes Ocegueda
Universidad Autónoma de Nayarit
0000-0002-1825-0687
Raquel Castañeda Ibarra
Universidad Autónoma de Nayarit
0000-0001-6334-8504
Dulce Aide Ávila Camacho
Universidad Autónoma de Nayarit
0009-0005-6754-2722
Acerca de
La crisis socioecológica contemporánea coincide con una acelerada transformación digital impulsada por la inteligencia artificial (IA), la automatización y las tecnologías emergentes. Estos desafíos exigen repensar las competencias clave para el desarrollo sostenible (DS) desde una perspectiva que integre sostenibilidad, innovación y gobernanza tecnológica. El presente estudio desarrolla una revisión sistemática bajo lineamientos PRISMA (Scopus, n=954 registros; n=48 documentos incluidos), con el objetivo de identificar las competencias más citadas en la literatura y analizar su capacidad para responder a los retos tecnológicos actuales. Los resultados muestran una fuerte convergencia en torno a pensamiento sistémico (83.33%), anticipación (70.83%), competencia estratégica (60.42%) y pensamiento crítico (37.50%), coherentes con marcos como el de Wiek et al. (2011), Rieckmann (2012) y UNESCO (2017). No obstante, se identifica una brecha significativa en la integración explícita de competencias relacionadas con IA ética, gobernanza digital, innovación tecnológica sostenible y alfabetización digital. Se concluye que, aunque el marco dominante es transformativo en intención pedagógica, aún opera dentro de un paradigma parcialmente adaptativo. Para alinearse con las demandas del mundo actual sediento de nuevas tecnologías, Innovación e IA, se requiere articular las competencias de sostenibilidad con una alfabetización tecnológica crítica y una innovación social orientada a la justicia socioecológica.
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