A Systematic Review of Teaching Innovation and Technological Entrepreneurship in Higher Education: Leveraging Electronic Devices for Quality Education (SDG 4)

Objective: The main objective was to examine how teachers implement these devices in teaching-learning activities to develop technology-based entrepreneurial skills within the context of Sustainable Development Goal (SDG) 4: Quality Education. Theoretical Framework: The main theories supporting the research are Technology-Enhanced Learning (TEL), which is the central framework of the entire study. This theory explains how the integration of technology, such as electronic devices, can improve educational outcomes and student engagement. The research is also based on constructivist and socio-constructivist learning theories, as evidenced by its focus on active methodologies like project-based learning and business simulation. These approaches align with the idea that students actively construct knowledge through practical experience and collaboration. Finally, the discussion on the adoption of new tools and the need for teacher training suggests the study is implicitly based on theories of innovation and the diffusion of innovations, which explain how new technologies are integrated into an educational system. Method: This study consists of a systematic literature review, developed following the standards of the PRISMA 2020 statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), with the objective of compiling, examining, and synthesizing available empirical and theoretical evidence on the implementation of electronic devices as a tool for educational innovation in the teaching of technological entrepreneurship within the university environment. Results and Discussion: The results revealed that the most used devices were tablets, smartphones, and digital whiteboards, applied in active methodologies such as project-based learning and business simulation. Positive associations were found between technology use and the development of entrepreneurial skills, as well as innovation patterns focused on student autonomy and real-world problem-solving. It is concluded that the use of electronic devices is an effective way to strengthen the link between teaching and technological entrepreneurship. It is recommended to further explore longitudinal studies in Latin American contexts, as well as to encourage teacher training in the strategic use of these tools. Research Implications: The implications of this research are profound and multifaceted. At an educational level, the findings show that the strategic use of electronic devices surpasses traditional teaching methods in training entrepreneurs, suggesting the need to restructure curricula and prioritize teacher training in active and immersive methodologies. At a socioeconomic level, the research implies that better training in technological entrepreneurship in universities can strengthen the startup ecosystem, drive innovation, and develop key competencies for the 21st-century job market. Finally, for future research, the need for longitudinal studies and the contextualization of these methodologies in local realities, especially in Latin America, is highlighted to ensure their long-term effectiveness and sustainability. Originality/Value: The originality and value of this research lie in its comprehensive approach, which not only validates the use of electronic devices but also examines how they are applied to foster technological entrepreneurship in higher education. Through a synthesis of quantitative and qualitative findings, the study demonstrates that technology surpasses traditional methods by improving entrepreneurial intention and academic performance.