Digital Transformation in Higher Education and Teacher Professional Development: Systematic Mapping of Institutional, Technological, and Psychosocial Factors (2015–2025)

Abstract

The digitalization of higher education, driven by virtual learning environments and artificial intelligence, has reshaped pedagogical practices; however, infrastructure alone does not guarantee sustainable innovation. Faculty professional development (FPD) is the critical axis for this transition, yet the current literature exhibits a conceptual fragmentation that prioritizes individual competencies over systemic approaches. This study aimed to map and synthesize scientific evidence (2015–2025) on the institutional, technological, and psychosocial factors that shape FPD in the context of digital transformation. Using the Joanna Briggs Institute framework and PRISMA-ScR guidelines, a scoping review was conducted in Web of Science and Scopus. The corpus was analyzed through bibliometric analysis (ScientoPy and VOSviewer) and qualitative content analysis. The findings reveal an exponential growth in scientific output since 2020 and consolidate four lines of research: digital competence, FPD in digitalized environments, technopedagogical integration, and institutional digital transformation. It is concluded that the success of university digitalization depends on a systemic perspective that articulates organizational and human dimensions, transcending technocentric visions.