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Volume 16
Issue 5
10.3390/info16050414
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Systematic Review

Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review

by
Miguel-Angel Romero-Ochoa
1,
Julio-Alejandro Romero-González
2,*,
Alonso Perez-Soltero
3,
Juan Terven
4,
Teresa García-Ramírez
2,
Diana-Margarita Córdova-Esparza
2 and
Francisco-Alan Espinoza-Zallas
1
1
Departamento de Física, Universidad de Sonora, Blvd. Luis Encinas y Rosales S/N. Col. Centro, Hermosillo C.P. 83000, Sonora, Mexico
2
Facultad de Informática, Universidad Autónoma de Querétaro, Av. de las Ciencias S/N, Campus Juriquilla C.P. 76230, Queretaro, Mexico
3
Departamento de Ingeniería Industrial, Universidad de Sonora, Blvd. Luis Encinas y Rosales S/N. Col. Centro, Hermosillo C.P. 83000, Sonora, Mexico
4
Instituto Politécnico Nacional, CICATA-Qro, C.P. 76090, Querétaro, Mexico
*
Author to whom correspondence should be addressed.
Information 2025, 16(5), 414; https://doi.org/10.3390/info16050414
Submission received: 29 March 2025 / Revised: 14 May 2025 / Accepted: 16 May 2025 / Published: 18 May 2025
(This article belongs to the Special Issue Emerging Research in Knowledge Management and Innovation)
Versions Notes

Abstract

In the modern digital ecosystem, the effective management of knowledge and the integration of information and communication technologies are the keys to revolutionizing educational practices within higher education institutions. This study presents a systematic review of recent literature, examining how the incorporation of information and communication technologies facilitates the creation and transfer of knowledge, enables collaboration among educators, and supports continuous professional development. We explore the benefits of personalized learning and the application of technological tools to enhance collaboration, access to educational resources, and pedagogical reflection. The key findings emphasize the role of these tools in promoting teacher interaction and exchange of ideas, highlighting the critical importance of training in digital competency to maximize their impact. The study also identifies challenges, including the need to improve effective knowledge transfer and technological training. In conclusion, effective knowledge management, supported by information and communication technologies, fortifies digital competencies and cultivates a culture of collaboration and content creation in higher education institutions.
Keywords: knowledge management; information and communication technologies; higher education knowledge management; information and communication technologies; higher education

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MDPI and ACS Style

Romero-Ochoa, M.-A.; Romero-González, J.-A.; Perez-Soltero, A.; Terven, J.; García-Ramírez, T.; Córdova-Esparza, D.-M.; Espinoza-Zallas, F.-A. Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review. Information 2025, 16, 414. https://doi.org/10.3390/info16050414

AMA Style

Romero-Ochoa M-A, Romero-González J-A, Perez-Soltero A, Terven J, García-Ramírez T, Córdova-Esparza D-M, Espinoza-Zallas F-A. Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review. Information. 2025; 16(5):414. https://doi.org/10.3390/info16050414

Chicago/Turabian Style

Romero-Ochoa, Miguel-Angel, Julio-Alejandro Romero-González, Alonso Perez-Soltero, Juan Terven, Teresa García-Ramírez, Diana-Margarita Córdova-Esparza, and Francisco-Alan Espinoza-Zallas. 2025. "Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review" Information 16, no. 5: 414. https://doi.org/10.3390/info16050414

APA Style

Romero-Ochoa, M.-A., Romero-González, J.-A., Perez-Soltero, A., Terven, J., García-Ramírez, T., Córdova-Esparza, D.-M., & Espinoza-Zallas, F.-A. (2025). Knowledge Management Strategies Supported by ICT for the Improvement of Teaching Practice: A Systematic Review. Information, 16(5), 414. https://doi.org/10.3390/info16050414

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