Innovación curricular, pedagogía y formación docente

This study focuses on recent contributions from academic research, presenting a systematic review of scholarly work spanning the last 40 years—from the late 20th century through the first quarter of the 21st century. It examines various aspects of innovation relevant to the study's specific topics and sections. Adopting a qualitative, documentary, and critical-analytical research design, the study reviews academic articles based on their theoretical and regional significance, centering on three analytical axes: curricular innovation, pedagogical practice, and teacher training. Topics were selected by considering the potential of each contribution to inform the updating of curricula and educational policies in line with regional needs; research methods were analyzed to formulate new strategies and methodologies; and educational models were reviewed to identify proposals for transforming existing frameworks. This research raises key questions, such as: Is curricular innovation conducive to the advancement of education in society? What measures should be implemented to ensure students achieve the intended learning outcomes of formal education? How should curricular and pedagogical innovation be developed, and how can teacher training be updated considering educational innovation? This study provides significant insights into these questions.