Intelligent pedagogical support: emerging technologies and transformation of teaching practice, a systematic review
DOI:
https://doi.org/10.61286/e-rms.v4i.494Keywords:
pedagogical support, artificial intelligence, teacher professional development, transformation of teaching practice, emerging technologiesAbstract
Pedagogical mentoring is undergoing a transformation from a logic centered on supervision and control to models oriented toward professional development, reflection, and continuous improvement of teaching practice. The objective of this systematic review was to analyze the evolution of mentoring models, the strategies and mechanisms associated with professional development, the role of emerging technologies, and the institutional conditions linked to the transformation of teaching practice. A systematic review was conducted according to PRISMA 2020, using searches in Scopus, Web of Science, SciELO, and Dialnet. 572 records were identified, and after removing duplicates, screening, and assessing eligibility, a final corpus of 30 scientific articles was compiled. The qualitative and thematic synthesis identified five trends: evolution toward formative and intelligent models; incorporation of emerging technologies as mediators of professional development; use of data, feedback, and self-regulation to personalize mentoring; integration of artificial intelligence in reflection and transformation of practice; and the emergence of ethical and institutional challenges associated with technological surveillance. The results show that technology does not generate transformation on its own, but rather when it is integrated with professional dialogue, reflection, feedback, decision-making, and adjustments to practice. It is concluded that intelligent pedagogical support constitutes a systemic and contextualized process of professional development, in which artificial intelligence expands the possibilities for support without replacing teacher judgment or pedagogical interaction.
Downloads
References
Figueiredo, M. D., & Campos, G. W. S. (2014). Paideia support as a methodology for healthcare education processes. Interface: Communication, Health, Education, 18, 931–943. https://doi.org/10.1590/1807-57622013.0323
Gras-Martí, A., Becerra-Labra, C. B., Reyes-Lega, A. F., García-Varela, J. A., & Forero-Shelton, M. (2014). Evidence for renewal of university education in Physics: An application of the strategy REUBE. Perfiles Educativos, 36(145), 81–97. https://doi.org/10.1016/S0185-2698(14)70639-7
Horn Kupfer, A., & Murillo, F. (2016). Incidence of school principals on teachers' commitment: A multilevel study. Psicoperspectivas, 15(2), 64–77. https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL15-ISSUE2-FULLTEXT-746
Lima, M. A. B. R., d'Angelo, M. J., Pavani, E. C. R., & Rocha, A. B. (2025). The impacts of surveillance via cameras on satisfaction, performance and incivility experienced by teachers. Revista Portuguesa de Educação, 38(1), Article e25010. https://doi.org/10.21814/rpe.32854
Lluch Molins, L. L., & García, E. C. (2025). Effect of peer feedback supported by monitoring technologies on self-regulated learning. Revista de Investigación en Educación, 23(1), 61–75. https://doi.org/10.35869/reined.v23i1.6109
López-Simó, V., & Rezende Junior, M. F. (2025). Analysis of the dialogues with ChatGPT by pre-service teachers during the design of chemistry didactic activities. Investigações em Ensino de Ciências, 30(2), 350–373. https://doi.org/10.22600/1518-8795.ienci/2025v30n2p350
Moreira Roberto, A., & Weinstein, J. (2024). Instructional leadership and complexity in school management: A multiple cases study. Profesorado, 28(1), 217–240. https://doi.org/10.30827/profesorado.v28i1.29599
Ochoa, M. R., López, P. L., Valencia, C. A., & Paredes, N. C. (2025). Impact of the application of an accompaniment proposal in the development of comprehension skills of written texts of the first year students of Early Childhood Education. Literatura y Lingüística, (51), 553–580. https://doi.org/10.29344/0717621X.51.3429
Paro, V. H. (2011). Continuous progress, school supervision, external evaluation: Implications for the quality of education. Revista Brasileira de Educação, 16(48), 695–718. https://doi.org/10.1590/S1413-24782011000300009
Perini, R. L. S., & de Sá Barretto, E. S. (2024). The pedagogical coordinator and the continued training of early grade teachers. Educação e Pesquisa, 50, Article e269252. https://doi.org/10.1590/S1678-4634202450269252POR
Pesántez Palacios, M. D., Barrera, Y. C., Gómez Gallegos, M. E., & Taveras-Sánchez, B. Y. (2025). Accompaniment of pedagogical practice in initial teacher training: Comparative study in Latin America and the Caribbean. Revista Española de Educación Comparada, (47), 156–173. https://doi.org/10.5944/reec.47.2025.43367
Pérez-Ruiz, J. C., Chara-de Los Rios, T., Aquije-Mansilla, M. E., & Solis-Trujillo, B. P. (2025). The impact of pedagogical support on improving teaching practice: A systematic review. Seminars in Medical Writing and Education, 4, Article 431. https://doi.org/10.56294/mw2025431
Portilho, E. M. L., & Dreher, S. A. S. (2012). Metacognitive categories as a support of pedagogical practices. Educação e Pesquisa, 38(1), 181–196. https://doi.org/10.1590/S1517-97022011005000009
Quiroz, V., Orellana, P., Valenzuela, F., Melo, C., & Silva, C. (2025). Feedback in the comprehension of written texts: A systematic review of the literature. Revista Complutense de Educación, 36(4), 447–456. https://doi.org/10.5209/rced.96512
Rivera-Sosa, J. M., de Guadalupe Arras-Vota, A. M., Tarango, J., Meraz, G. M., & López-Alonzo, S. J. (2021). Physical education: Conceptual guidelines and notions of elementary education teaching staff. Retos, (39), 298–305. https://doi.org/10.47197/retos.v0i39.58114
Rojas Bravo, J. R., & Carrasco, D. C. (2021). Changes in school leadership practices under an accountability system: The case of Chile. Education Policy Analysis Archives, 29, Article 153. https://doi.org/10.14507/epaa.29.5673
Saavedra, S. M. (2014). Perfeccionamiento docente virtual. Perfiles Educativos, 36(143), 180–194. https://doi.org/10.1016/S0185-2698(14)70616-6
Sáez, A. C., Martínez, P. G., & Rubio, D. B. (2021). Mid-level leadership practices in third shift coordinators of youth and adult education in Chile. Psicoperspectivas, 20(2). https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL20-ISSUE2-FULLTEXT-2330
Sánchez, F. R., & Aranda, D. S. (2022). Satisfaction of teachers in rural public schools in the Province of Granada regarding their professional development. Aula Abierta, 51(3), 275–284. https://doi.org/10.17811/rifie.51.3.2022.275-284
Santos, T., de Oliveira, J., Azevedo, R., & Penido, C. M. F. (2021). The technical-pedagogical character of matrix support: An exploratory bibliographic review. Physis, 31(3), Article e310316. https://doi.org/10.1590/S0103-73312021310316
Silva do Nascimento, F., Blanco-Navarro, M., & Rivera-Vargas, P. (2025). Teacher professionalization in the face of contemporary social and educational challenges: A relational analysis in educational centers in Porto Alegre (Brazil) and Barcelona (Spain). Revista Española de Educación Comparada, (47), 205–226. https://doi.org/10.5944/reec.47.2025.44108
Soto, M. C., Barrueto, M. S., Rojas, M. C. V., Sutil, A. L., Araya, M. C. R., Silva, H. T., Sánchez, A., Moreno, C., & Ramírez, C. M. (2020). Trayectorias de desarrollo profesional docente para un uso pedagógico de la argumentación a partir del uso de soportes curriculares digitales. Perfiles Educativos, 42(169), 88–105. https://doi.org/10.22201/iisue.24486167e.2020.169.59245
Taveras-Sánchez, B. Y., & López-Yáñez, J. (2023). Trainers' perceptions on pedagogical mentoring. Education Policy Analysis Archives, 31, Article 76. https://doi.org/10.14507/epaa.31.7337
Tomalá, A., Falcones, C., Sánchez, L., & Cedeño, M. (2023). RC4 pedagogical accompaniment model in strengthening teacher performance. Encuentros (Maracaibo), (17), 333–344. https://doi.org/10.5281/zenodo.7527708
Torrano, F., Fuentes, J. L., & Soria-Oliver, M. (2017). Aprendizaje autorregulado: Estado de la cuestión y retos psicopedagógicos. Perfiles Educativos, 39(156), 160–173. https://doi.org/10.22201/iisue.24486167e.2017.156.58290
Vaillant Alcalde, D., Rodríguez Zidán, E., & Bernasconi Piñeyrúa, G. (2015). In what do mathematics teaching practices change in a "1:1 model" at a national scale? Revista Complutense de Educación, 26(2), 295–313. https://doi.org/10.5209/rev_RCED.2015.v26.n2.43059
Vergara, P. V. V., Barría-Herrera, P., & Diaz-Meza, R. E. D. (2024). La dimensión institucional de la resiliencia en profesores principiantes chilenos durante la pandemia. Perfiles Educativos, 46(183), 76–93. https://doi.org/10.22201/IISUE.24486167E.2024.183.61220
de Vasconcelos, M. F. F., Nicolotti, C. A., da Silva, J. F., & Pereira, S. M. L. R. (2016). In-between policies (CEH—continuing education in health and NHP—Humanization national policy): Towards a way to educate in/for the Brazilian national health system (SUS). Interface: Communication, Health, Education, 20(59), 981–991. https://doi.org/10.1590/1807-57622015.0707
Viana, M. M., & Campos, G. W. S. (2017). Training for matrix support: Professionals’ perception about training processes. Physis, 27(2), 187–206. https://doi.org/10.1590/S0103-73312017000200002
Villatoro, S. V., & Moreno-Tallón, F. (2025). Artificial intelligence and inclusive education: Technological solutions for accessible teaching. A systematic review. Digital Education Review, 47, 62–77. https://doi.org/10.1344/der.2025.47.62-77
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Irina Giovanna Flores Poma, Ubaldo Cayllahua Yarasca, Ana María Goyas Baldoceda, Wilfredo César Salazar Mucha
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Las publicaciones en acceso abierto de e-RMS están protegidas por derechos reservados y se rigen por la Licencia Pública Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Se permite el uso no comercial de este material, con atribuciones al autor. No se permiten derivados de esta versión.
