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

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.

1. Introduction

In the digital era, the integration of knowledge management (KM) and information and communication technologies (ICT) has become a key factor in educational transformation. KM encompasses strategies for creating, capturing, storing, and sharing enhanced knowledge through ICT, which provides digital tools such as databases, online learning platforms (LMS), and social networks. This synergy facilitates the creation, access, dissemination, and collaboration of knowledge, while enabling personalized learning and fostering continuous development, both of which are fundamental to modern education.

KM involves creating and applying new knowledge in areas such as system development, service design, and product innovation. The skills and intellect of organizational members are crucial in this process, making knowledge vital to institutional success. KM is also relevant for higher education institutions (HEIs), which use ICT to collect and analyze data [1].

However, the exchange of knowledge and teaching practices in HEIs remains challenging due to barriers such as time constraints, limited resources, insufficient incentives, and non-collaborative institutional cultures. In addition to the aforementioned factors, it is important to highlight that HEIs face organizational challenges, such as the lack of formal mechanisms to encourage knowledge sharing, existing difficulties in the interoperability between technological platforms, and insufficient teacher training in the effective use of ICT. According to [2], many educators lack specific training in the use of ICT tools for KM, which limits their ability to successfully disseminate their teaching practices. On the other hand, in [3] points out that the hierarchical culture present in many HEIs can become a barrier to collaboration among faculty members, thus restricting the potentially significant impact of this initiative. At a global level, the UNESCO GEM Report [4] indicates that only half of the countries have established regulations to support the development of digital competencies among teachers, revealing an urgent need for structured teacher training within HEIs. Teaching practices encompass educators’ actions and decisions to facilitate student learning, including lesson planning, material selection, assessment design, and classroom management [5]. Gaps in knowledge sharing among faculty often result from distrust, inadequate incentives, and knowledge hoarding. Zamrudi et al. [6] argue that such behaviors, coupled with limited interaction, hinder faculty performance, urging HEIs to reevaluate policies to foster collaboration. Frameworks like social exchange theory and resource conservation theory offer ways to address these issues. Isolation not only dampens teacher motivation and job satisfaction, but also stifles the adoption of innovative pedagogical practices. Collaboration, in contrast, drives professional growth and institutional improvement.

Teaching methods lag in optimizing knowledge exchange despite technological progress. HEIs recognize the need to organize knowledge to build efficient teams for social, economic, and personal growth. By enabling knowledge transfer, distribution, and creation [7], HEIs act as hubs for disseminating knowledge and training professionals for innovation. Therefore, HEIs must strategize to turn knowledge into institutional capabilities. KM links people and technology to enhance knowledge sharing, with institutions adopting KM models to examine the roles of educational stakeholders in fostering knowledge creation and exchange [8]. However, implementing these strategies entails significant limitations related to teachers’ digital competencies. In the study conducted by [9] was found that fewer than 45% of the teachers evaluated at a Colombian university possessed sufficient digital skills to share content using collaborative platforms. This finding aligns with trends identified by [4], which observed that the lack of teacher training in digital technologies limits educators’ ability to implement effective km strategies. In addition, Ref. [10] reported that only 38% of surveyed HEIs have formalized KM strategies among members, emphasizing the institutional gap that still persists.

This study conducts a systematic review of KM strategies supported by ICT among HEI educators from 2019 to March, 2025 in order to consolidate existing knowledge, identify gaps, and highlight emerging trends to optimize 21st century teaching practices. Using the adapted PRISMA methodology from [11], the research analyzed articles from Google Scholar, EBSCOHost, SCOPUS, and Science Direct.

Given the growing integration of KM strategies and ICT in higher education, it is essential to understand their impact on educators’ practices. Specifically, this study explores how these strategies influence faculty participation in knowledge sharing and creation within HEIs. To guide the qualitative analysis, the research addresses the following question: How do KM strategies supported by ICT influence educators’ willingness and ability to share and generate knowledge, and what is their impact on key teaching practices such as lesson planning, assessment design, and the adoption of innovative methodologies within HEIs?

Section 1 explores KM and ICT in higher education, highlighting how HEIs use them to boost knowledge creation and transfer. Section 2 discusses theoretical frameworks. Section 3 details the PRISMA method used for systematic review. Section 4 shows findings on KM application strategies and ICT tools. Section 5 examines ICT and KM implications on knowledge dynamics. Section 6 summarizes key insights and conclusions.

2. Theoretical Foundations

The integration of ICT and knowledge management into higher education relies on foundational theories and practices that inform pedagogical innovation and digital competencies. Among these theories is the SECI model (Socialization, Externalization, Combination, and Internalization) [12], which proposes a conversion between tacit and explicit knowledge through mentoring, documentation of best practices, and continuous training, with the aim of transforming individual knowledge into shared organizational knowledge. Similarly, the theory of Communities of Practice [13] emphasizes collaborative learning, which fosters the transfer of experiential knowledge, the construction of shared professional identities, and teaching innovation in both physical and virtual environments.

Additionally, the Learning Organization [14] introduces five key disciplines: personal mastery, mental models, shared vision, team learning, and systems thinking. These disciplines promote critical reflection, interdisciplinary collaboration, institutional alignment, and a culture of continuous improvement based on experience and evidence. Finally, Connectivism [15] addresses the challenge of learning in a digitally interconnected world. This theory posits that knowledge resides in distributed networks and that learning involves establishing and maintaining connections with sources, people, and communities. It promotes the use of virtual environments, open educational resources, and academic networks to enhance ubiquitous and self-directed learning.

This section explores the essential theoretical foundations, beginning with open educational practices that foster collaboration, accessibility, and educational innovation. It is followed by an examination of ICT applications in education that improve teaching methods, resource management, and digital literacy among educators and learners.

2.1. Open Educational Practices

Open educational practices promote collaboration, free access to resources, and active participation in education [16]. They transform education through the use of ICT, creating inclusive and accessible learning environments. Open educational practices and knowledge management promote access, collaboration, flexibility, and innovation, leading to effective and student-centered learning. Key characteristics shared include the following:

• These practices encourage joint work among teachers, students, and researchers, facilitating the exchange of ideas and resources. Through open platforms and learning management systems [17], educators can share experiences, strategies, and knowledge that enrich the teaching–learning process and improve knowledge management in the classroom [18].
• Open educational practices promote access to educational resources, materials, and methodologies that can be shared between teachers and students. This allows for more efficient knowledge management, as educators can reuse and adapt materials designed to foster meaningful learning.
• Open educational practices provide greater flexibility in teaching, allowing content and methods to be tailored to the specific needs of students. This results in knowledge management that adapts to diverse contexts and realities, promoting more inclusive education [19].
• By promoting an environment where ideas are shared and new methodologies are tested, open educational practices drive innovation in teaching. This contributes to knowledge management that enables not only the transmission of information but also the creation and application of new pedagogical approaches.

Open educational practices and digital competencies strengthen knowledge management strategies by promoting collaborative, open, and technologically enabled environments for the creation and exchange of knowledge. In this regard, the co-construction of knowledge through communities of practice and the use of platforms such as wikis or open repositories align with models like SECI and foster the dissemination of pedagogical knowledge, removing access barriers and expanding the reach of KM strategies in educational contexts.

2.2. Information and Communication Technologies in Education

In the educational field, ICT is used to enhance the teaching and learning process by providing new forms of interaction and access to educational resources that foster collaborative learning. The integration of ICT into education aims to transform traditional pedagogical methods and adapt them to the needs of the current digital environment [20]. In addition, ICT helps to strengthen skill development and promote participation of both students and teachers. The following are some of the most common uses.

2.2.1. Learning Management Systems (LMS)

Learning Management Systems (LMS) are platforms that help create, manage, organize, and provide online teaching materials to students [21]. There are various open-source tools such as Moodle, Chamilo, Sakai, etc., as well as commercial platforms such as Canvas, Blackboard, Brightspace, and Educadium, among others [22]. These platforms allow educators to manage and distribute their instructional resources, in addition to providing the capability to conduct online assessments.

2.2.2. Multimedia Resources

Educational videos aid teaching with platforms like YouTube [23] for multidisciplinary content and Khan Academy for math [24,25]. Communication tools enhance distance learning with Zoom for real-time interaction and features such as annotation and breakout rooms [26]. Microsoft Teams integrates messaging and video conferencing, while Google Classroom enables class creation and content sharing [27]. Collaborative tools such as Google Drive [28] and Dropbox [29] help to share documents and spreadsheets. Wikis foster group learning [30]. Academic networks like ResearchGate and Academia.edu share work and publications [31]. Reference managers like Mendeley, Zotero, and EndNote support citation and collaboration [32]. ICT tools modernize education, improving resource accessibility and collaborative learning.

2.2.3. Digital Competencies

Digital competencies are essential for teachers and students to adapt to and utilize technology in education. Educational institutions must find innovative ICT strategies to improve teaching and learning, facilitating resource sharing and collaboration for classroom innovation and professional development. According to DigCompEdu, promoting digital competency among teachers is the key to driving educational innovation [33]. Digital competence helps to adapt to the knowledge society by using digital tools for problem-solving and accessing information [34]. It enhances education by integrating technology into the classroom. Teachers acquire digital skills through multimedia resources, online platforms, and collaborative tools, which increase student participation, engagement, and motivation [35,36]. Figure 1 describes the competencies that teachers need to integrate into a digitally influenced educational environment, according to the Digital Competence Framework for Educators [37].

Having introduced how ICT and KM intersect in higher education, we will now systematically analyze the existing literature. The next section outlines the methodology for identifying, selecting, and evaluating studies on knowledge management supported by ICT in education.

3. Methodology

To ensure a rigorous and transparent research process, this study followed the PRISMA methodology, which provides a structured approach to conducting systematic reviews. The methodology outlined in Figure 2 was designed to identify, assess, and synthesize relevant literature on knowledge management strategies supported by ICT in higher education.

A comprehensive search was conducted across multiple academic databases, applying predefined inclusion and exclusion criteria to select studies that align with the research objectives. The following subsections outline the criteria and procedures used to ensure the reliability and validity of the selected articles.

3.1. Eligibility Criteria

The selection of articles adhered to the PRISMA methodology and was performed in three distinct phases: (1) title screening, (2) abstract review, and (3) full-text evaluation. Each phase was guided by well-defined inclusion and exclusion criteria to ensure consistency, methodological rigor, and relevance to the study’s focus on knowledge management in higher education. The following criteria were applied.

3.1.1. Inclusion Criteria

The selected articles met the following criteria:

• Focus on KM in higher education (theoretical frameworks or practical implementations).
• Documentation of ICT applications in higher education (e.g., digital platforms, collaborative tools, or technology-enhanced pedagogical strategies).
• Explicit discussion of the knowledge generation/sharing practices of educators using ICT.
• Publications in Spanish or English to ensure accessibility and comprehension of the analyzed literature.
• Publication dates between 2019 and March, 2025, to align with recent advancements in KM and ICT.

3.1.2. Exclusion Criteria

On the other hand, articles that did not meet the above criteria or had the following characteristics were excluded:

• Documents in languages other than Spanish or English could not be analyzed within the framework of this review.
• Research using knowledge management methodologies not applied to teaching–learning processes, such as studies focused on corporate or industrial settings.
• Studies not directly related to knowledge management or ICT, even if they addressed higher education.
• Publications prior to 2019, to avoid including outdated information that is not aligned with recent technological advances.

3.2. Document Search

For this stage, a systematic search was conducted in Google Scholar, EBSCOhost, Scopus, and ScienceDirect using a Boolean query as

Table 1. Boolean search queries used in Google Scholar, EBSCOhost, Scopus, and ScienceDirect databases, in Spanish and English, for the systematic literature review.

Databases	Spanish Query	English Query
Google Scholar	(“Gestión del conocimiento” AND “educación superior” AND “Tecnologías de Información y Comunicación”):ab,ti	(“Knowledge management” AND “higher education” AND “Information and Communication Technologies”):ab,ti
EBSCOhost	Gestión del conocimiento Y educación superior Y Tecnologías de la información y la comunicación	Knowledge management AND higher education AND Information and Communication Technologies
Scopus	TITLE-ABS-KEY (“Gestión del conocimiento” y “tecnologías de la información y la comunicación”)	TITLE-ABS-KEY(“Knowledge management” AND “information and communication technologies”)
ScienceDirect	Gestión del conocimiento AND educación superior AND Tecnologías de Información y Comunicación	“Knowledge management” AND “higher education” AND “Information and Communication Technologies”

. Using the keywords, they are derived directly from the concepts of the research question: Knowledge management, which constitutes the main object of study; information and communication technologies, which support strategies that promote knowledge creation and sharing; and the higher education institutions where the research is conducted. To restrict or broaden the search, the following operators were used: AND, which restricts the search to results containing all of the specified terms, and the OR operator, which broadens the search to results containing any of the specified terms.

These databases were selected for their extensive coverage of education, KM, and research related to ICT, aligning with the study objectives. Although databases such as Springer Link and PubMed were excluded, this decision reflects their primary emphasis on the fields of engineering, biomedicine, and medicine, which are outside the scope of this investigation into KM and ICT in higher education.

Given the volume of initial results (Google Scholar: 39,200; EBSCOhost: 119; SCOPUS: 1557; ScienceDirect: 1137), including searches in both Spanish and English, the review focused on peer-reviewed research articles. Two main filters were applied:

(i)

Publications had to be from 2019 onward.

(ii)

Titles and abstracts had to include the following keywords:

• “Gestión del conocimiento”, “Educación superior”, and “Tecnologías de Información y Comunicación” (for Spanish Querys)
• “Knowledge management”, “Higher education”, and “Information and Communication Technologies” (for English Querys)

3.3. Selection Process

The process of identifying, selecting, and excluding studies is represented in Figure 3 according to PRISMA guidelines, and was carried out in several stages:

• Identification: After applying these criteria, a total of 1087 documents were retrieved, distributed as 259 from Google Scholar, 38 from EBSCOhost, 416 from Scopus, and 374 from ScienceDirect.
• Screening: At this stage, the 1087 articles were screened and selected based on the eligibility criteria described in Section 3.1. Articles that did not meet the inclusion criteria were excluded, mainly due to being in a language other than Spanish or English, the type of document, accessibility or availability issues, lack of thematic relevance, not directly addressing the relationship between ICT and knowledge management in higher education, or lacking relevant empirical evidence. Other systematic reviews were explored and analyzed, with the findings presented in Section 4.3.
• Included: Finally, after a detailed analysis, 33 articles were considered in systematic review.

3.4. Data Collection

The data collection process was conducted by reviewing peer-reviewed articles, indexed journals, theses, conference papers, and proceedings. The review was carried out independently by two evaluators, who later compared their results to determine which studies to include.

Information queries were systematized according to Table 1. After analysis, 24 articles and 9 systematic reviews were confirmed for inclusion in this systematic review, as reported in

Table 2. Number of articles retrieved and selected for inclusion from each database (Google Scholar, EBSCOhost, Scopus, and ScienceDirect) after applying the defined inclusion and exclusion criteria.

Database	Found Literature	Included Literature
Google Scholar	259	7
EBSCOhost	38	5
Scopus	416	10
Science Direct	374	2
Total	1087	33

. During the selection process, articles that did not meet the inclusion and exclusion criteria were discarded, along with those focusing on topics that were not related to the scope of the study, such as agriculture, bioinformatics, blockchain, ontology, big data, smart product-service, scientometric review, smart grids, construction companies, operational communication, business models, other stories, and other unrelated topics.

3.5. Data Analysis

In order to evaluate the methodological quality of the systematic reviews, a meta-analysis of the AMSTAR tool (A Measurement Tool to Assess Systematic Reviews) was used. This instrument allows for the analysis of key aspects such as the comprehensiveness of the search, bias assessment, and the reproducibility of reviews. AMSTAR consists of 11 criteria [39], which do not carry the same weight in the evaluation.

Table 3. AMSTAR critical criteria. These criteria directly impact the methodological quality and reliability of systematic reviews, influencing the comprehensiveness, accuracy, and validity of their results.

Criteria	Item	Description
Comprehensive search methods	Q2	Refers to search methods to avoid bias or exclusion of relevant evidence.
Duplicate selection and data extraction	Q3 and Q4	Related to the risks of making errors or introducing bias in the selection or extraction of data.
Risk of bias assessment in primary studies	Q7	Concerns bias in the assessment of studies.
Appropriate statistical methods	Q8	Refers to methods for synthesizing evidence and avoiding errors in data interpretation.
Assessment of heterogeneity	Q9	Relates to analyzing significantly different studies to interpret the results correctly.
Assessment of publication bias	Q10	Considers the presence of publication bias.

shows critical criteria due to their direct impact on the quality and reliability of the review, while

Table 4. AMSTAR non-critical criteria. These criteria primarily contribute to the transparency, reproducibility, and clarity of the systematic review process, although they do not directly influence result validity.

Criteria	Item	Description
Protocol design before the review	Q1	Refers to reducing the risk of modifying review methods at convenience.
List of included and excluded studies	Q5	Related to the transparency of included and excluded studies.
Characteristics of included studies	Q6	Refers to interpreting the results.
Declaration of conflicts of interest	Q11	Ensures transparency in research.

shows non-critical criteria, as they do not affect the validity of the results but contribute to the transparency of the process.

Both critical and non-critical criteria are scored dichotomously according to the following:

• Yes: Fully meets the criterion, providing maximum confidence (100% of the criterion’s weight).
• No: Does not meet the criterion, negatively affecting the reliability of the review (0% of the criterion’s weight).
• Can not answer: Lack of information, generating uncertainty about the quality of the review. A partial penalty of 50% of the weight of the criterion is assigned.
• Not applicable: The criterion is not relevant to the specific review and does not influence the score.

The Analytic Hierarchy Process (AHP) method was used to quantify the AMSTAR criteria according to their importance. This method avoids assigning the same weight to all criteria when their impact on methodological quality varies. The method is as follows:

• Construct the comparison matrix according to the following criteria: Equal importance—1; Moderate importance—3; Strong importance—5; Very strong importance—7; Extreme importance—9; Intermediate values—2, 4, 6, and 8.
  Each comparison is entered into a square matrix $n\times n$, where n is the number of criteria if $a_{ij}$ is the importance of criterion i over criterion j as Equation (1).

  $$A=\left[\begin{array}{cccc}1& a_{1,2}& \dots & a_{1,n}\\ {\displaystyle \frac{1}{a_{2,1}}}& 1& \dots & a_{2,n}\\ ⋮& ⋮& \dots & ⋮\\ {\displaystyle \frac{1}{a_{n,1}}}& {\displaystyle \frac{1}{a_{n,2}}}& \dots & 1\end{array}\right]$$

  (1)
• Normalize the matrix and calculate the weights of the criteria:
  • Sum each column of the comparison matrix as in Equation (2).

    $$S_j={\Sigma }_{i=1}^n{a}_{ij}$$

    (2)
  • Divide each element of the matrix by the sum of its column, forming the normalized matrix of Equation (3).

    $$n_{ij}={\displaystyle \frac{a_{ij}}{S_j}}$$

    (3)
  • Calculate the weight $W_i$ of each criterion as in Equation (4), which is the average of each row in the normalized matrix.

    $$W_i={\displaystyle \frac{1}{n}}{\Sigma }_{j=1}^n{n}_{ij}$$

    (4)
• Calculate the Consistency Index (CI) with Equation (5) and check the consistency.

  $$CI={\displaystyle \frac{{\lambda }_{max}-n}{n-1}}$$

  (5)

  where

  $${\lambda }_{max}={\displaystyle \frac{1}{n}}{\Sigma }_{i=1}^n{\displaystyle \frac{{(A·W)}_i}{W_i}}$$

  (6)
• Calculate the Consistency Ratio (CR) as in Equation (7) for n criteria.

  $$CR={\displaystyle \frac{IC}{RI}}$$

  (7)

  where $RI$ is the Saaty Random Index. The acceptance criterion is the following:
  • If $CR<0.10$, the comparison matrix is consistent.
  • If $CR\ge 0.10$, the values should be revised.
• Multiply the weights of the criteria by the weights of the alternatives and select the review with the highest score.

  $$Scor{e}_i={\Sigma }_{i=1}^n{W}_j\times A_{ij}$$

  (8)

Finally, to determine which systematic review meets the highest number of AMSTAR criteria, statistical percentiles were calculated based on the distribution of normalized scores:

• Low confidence: scores below the 33rd percentile.
• Moderate confidence: scores between the 33rd and 66th percentiles.
• High confidence: scores above the 66th percentile.

Based on the methodology of this study, which included the selection, evaluation, and classification of literature following the PRISMA guidelines for systematic reviews, and using AMSTAR as a tool to assess the methodological quality of the materials, the main findings are presented below. The results summarize the set of strategies and tools identified in the literature.

4. Results

This section presents the analysis of the articles selected for the systematic review.

Table 5. Articles selected for analysis in the systematic review, organized by database source (Google Scholar, EBSCOhost, ScienceDirect, Scopus). The table includes publication year, authors, and research title, representing studies that met the established inclusion criteria.

Database	Publication Year	Authors	Research Title
Google Scholar	2019	Contreras-Cázarez. [40]	Investigación de las competencias digitales y uso de tecnologías en la práctica del profesor universitario.
	2019	Padilla-Hernández et al. [41]	Niveles de desarrollo de la competencia digital docente: una mirada a marcos recientes del ámbito internacional.
	2019	Silva [42]	Las TIC en la didáctica para la gestión del conocimiento, desde la perspectiva del docente universitario.
	2021	Calderón-Delgado et al. [3]	El proceso de enseñanza aprendizaje mediado por la virtualización en el bachillerato técnico de la unidad educativa fiscal “Cultura Machalilla”.
	2022	Montoya y La Serne [43]	Modelo de gestión tecnológica del conocimiento para el proceso de mejora de la generación del conocimiento en unidades de información.
	2023	Rodríguez-Paredes y Ledesma Pérez [44]	Explorando la actitud docente en el e-learning: Un enfoque cualitativo desde la perspectiva de docentes y estudiantes.
	2023	Toro-Córdova [45]	Gestión de la educación virtual en las universidades públicas colombianas: el caso de la Universidad del Valle.
EBSCO host	2020	Barboza et al. [2]	Knowledge management and information and communication technologies: Some lessons learned for education.
	2020	Ocaña-Fernández et al. [46]	Gestión del conocimiento y tecnologías de la información y comunicación (TICs) en estudiantes de ingeniería mecánica.
	2021	Torres-Flórez [9]	Competencias digitales de los docentes en la Universidad de los Llanos, Colombia.
	2022	De Freitas-Fernández et al. [47]	Tecnologías de información y comunicación en gestión del conocimiento en instituciones de educación superior de América Latina.
	2022	Vázquez-González, et al. [48]	Classification of Knowledge Management Strategies in order to enhance educational innovation in Higher Education Institutions.
Science Direct	2022	Escorcia et al. [49]	Information and Communication Technologies (ICT) in the higher education institutions (HEIs).
	2022	Escorcia et al. [50]	Cluster análisis in higher education institutions knowledge identification and production processes.
SCOPUS	2019	Muhisn et al. [51]	The Impact of Socialization on Collaborative Learning Method in e-Learning Management System (eLMS).
	2019	Bello-Bravo et al. [52]	Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger.
	2020	Dávideková, et al. [53]	Knowledge Management-Enabling Technologies: A Supplementary Classification.
	2021	Morales, et al. [54]	Las tecnologías de la información y comunicación en la gestión del conocimiento.
	2021	Horban, et al. [55]	A knowledge management culture in the European higher education system.
	2021	Inrawan & Tahir [56]	Supplier Development Program Through Knowledge Sharing Effectiveness: A Mentorship Approach.
	2022	Larios [57]	Tecnologías educativas en las competencias digitales de los docentes en el distrito de Sartimbamba.
	2023	Saeed et al. [58]	An Empirical Study to Investigate the Impact of Factors Influencing Knowledge Sharing in Virtual Teams.
	2023	Paudel [59]	The Association of Knowledge Management and Academic Performance in Academia.
	2023	Syed et al. [60]	Towards Designing a Knowledge Sharing System for Higher Learning Institutions in the UAE Based on the Social Feature Framework.

presents the research articles that met the previously established inclusion criteria.

4.1. Impact of KM on Teaching Practices

The investigation of [41] addresses how the development of knowledge management strategies, supported by the use of ICT, influences teachers in sharing and utilizing teaching practices in higher education institutions in the following ways:

• ICT facilitates the creation of spaces where teachers can interact and collaborate, sharing their teaching practices. This includes digital platforms and educational social networks that promote the exchange of ideas and resources among peers.
• The use of ICT in KM strategies supports continuous learning and professional development for teachers. This allows them to update and enrich their teaching practices by accessing digital educational resources and participating in virtual communities of practice.
• ICT facilitates reflection on pedagogical practices by providing tools to gather evidence and analyze results. This enables teachers to assess the effectiveness of their teaching methods and adjust them as needed.
• Teachers can collaborate beyond their immediate environment, extending their influence by sharing practices and experiences at both local and international levels, using ICT to connect with colleagues and education experts.

A study on digital competencies and the use of ICT in university teaching practices in Mexico found that, while educators encourage students to use technology, its integration into their own pedagogical approaches remains limited [40]. The findings highlight the need to develop ICT training programs for faculty, complemented by knowledge management strategies that foster comprehensive educational innovation.

Silva’s study [42] argues that integrating ICT into university education needs more than adoption; it requires a mindset change for educators and students. Challenges include lack of virtual methodologies, resistance to change, inadequate teacher training, and unequal technology access affecting learning quality. The study emphasizes the need for pedagogical strategies that integrate ICT, propose teacher training, adopt active methodologies, and develop students’ digital skills, creating a dynamic learning experience suitable for modern education.

The strategic use of ICT in higher education can enhance teacher collaboration and improve educational quality with current teaching practices. Calderón-Delgado et al. [3] highlight that ICT encourages collaboration among teachers, students, and both groups. This collaboration socializes experiences and intellectual production. They also note that technologies such as email and discussion groups enhance interaction and idea exchange.

In [43], a model for managing knowledge technology is presented with three components: (a) knowledge management activities, (b) technological platform, and (c) organizational knowledge. The study stresses the importance of structuring knowledge management in higher education to boost information generation, access, and transfer. The authors state that effective knowledge management improves academic processes and drives institutional innovation. They also call for the integration of digital tools to classify and systematize teaching practices, making them more applicable in various educational contexts. This model supports the use of digital technologies to create a dynamic, collaborative, and adaptable learning environment suitable for today’s academic needs.

In [44], the study analyzes the attitudes of teachers towards online teaching from a qualitative perspective. Their findings indicate that, in general, the transition to virtual education was well received by educators and had a positive impact on students’ learning experiences. However, they also emphasize the importance of continuous training to help teachers better adapt to digital environments. This highlights the need for strategies that promote the development of digital competencies and facilitate the effective use of technological tools in teaching.

Collaboration among teachers enhances teaching and learning by sharing knowledge, experiences, and resources. According to [45], strategies facilitating this include teacher training programs and virtual education seminars that promote shared experiences and course design. Virtual meetings also allow real-time sharing of experiences with technology integration. The toolbox for educational innovation offers a platform for teachers to comment on tools, fostering knowledge sharing and a community of practice in ICT use.

Barboza et al. [2] reviewed 103 studies on knowledge management and ICT in higher education. Their findings suggest that knowledge management facilitates the design of ICT-based teaching strategies, enhancing the construction, preservation, and dissemination of knowledge in the classroom. However, effective implementation of knowledge management in educational settings remains a challenge.

According to [46], knowledge generation in higher education occurs through research and teaching, emphasizing the importance of knowledge transfer. The article highlights the role of ICT in improving teaching–learning processes and stresses the need for teacher training in ICT to improve knowledge sharing and generation.

Torres et al. [9] highlight that KM strategies with ICT necessitate enhanced digital skills for teachers, fostering innovative methods to share information via online platforms and multimedia. The study identifies content creation as a weak area for teachers, but ICT-driven KM strategies can aid in developing engaging digital materials. ICT facilitates communication and collaboration between teachers and students, promoting educational innovation by introducing new teaching methodologies and improving resource availability.

The study of [47] examines the tools and practices of knowledge management that facilitate the daily activities of academic, research, and administrative staff in Latin American institutions. It indicates that, in addition to ICTs, an organizational culture based on trust and the motivation to share knowledge is also required.

Among the strategies used to manage knowledge, the codification of explicit knowledge makes it possible to document, store, and structure information, ensuring its accessibility, and the personalization of tacit knowledge, which focuses on direct interaction among individuals through activities such as mentoring, coaching, and strengthening communities of practice.

Additionally, combinations of both strategies, supported by online learning systems (e-learning, b-learning), provide virtual platforms that enable collaborative learning and flexible access to content. Exchange networks foster constant interaction among institution members, and other internet-based platforms serve as key support channels for institutional collaboration, facilitating the dissemination of information and the development of collective projects.

In [48], a classification of knowledge management strategies is proposed to foster educational innovation in higher education institutions. They identify eight key knowledge management processes, classified into exploration and exploitation, highlighting the importance of effectively sharing knowledge within institutions to improve educational quality. This study suggests that a combination of organizational and pedagogical–didactic strategies can optimize knowledge management in higher education.

Escorcia et al. [50] state that ICT tools facilitate knowledge distribution by providing access to multiple sources of information. This can positively impact teachers by offering up-to-date and relevant research, improving their teaching, and fostering new knowledge. The study identifies two university profiles: research-focused and ICT-focused. Teachers in KM-promoting institutions may feel motivated to share and generate knowledge. However, the study finds that institutional repositories often fail to distribute information, posing obstacles for teachers effectively; addressing this could foster a culture of knowledge exchange.

The article in [49] states that research is the primary function of HEI, generating knowledge. In the institution studied, research departments lack defined processes for knowledge creation, but view it through individual and collective learning. They recommend fostering interaction and communication between research faculty for collective learning and emphasize cooperating with external research groups for enhanced learning.

The study of [51] analyzes the SECI model (socialization, externalization, combination, and internalization) and its influence on collaborative learning within an electronic learning management system (eLMS) in higher education in Iraq. This model drives the transfer of tacit knowledge among teachers, students, and peers, promoting the exchange of experiences and ideas through discussions and joint activities in both synchronous (videoconferences, virtual meetings) and asynchronous environments (forums, emails). Additionally, collaboration and group work practices through wikis and Web 2.0 platforms strengthen collective problem-solving and the co-creation of knowledge, creating an environment where each participant enriches the process with their own perspective and experience.

Another study focuses on evaluating the transfer of knowledge and the effectiveness of ICT in teaching content related to Education for Sustainable Development (ESD) to farmers in Niger [52]. To achieve this, animated videos that have been dialectally localized are used, addressing issues such as food security and insect herbivory in cowpea cultivation. The study also investigates whether facilitated discussions can enhance learning and encourage participants’ willingness to share the knowledge they acquire. This approach is directly aligned with knowledge sharing strategies, as animated videos serve as inclusive tools to enable information transfer in communities with low literacy levels.

In addition, discussions not only reinforce content comprehension but also motivate participants to disseminate what they have learned among their peers, thereby promoting a broader reach of knowledge. Beyond videos as knowledge management strategies, discussions and self-replication of knowledge through mobile devices are also employed. To support these management strategies, mobile phones, laptops, and offline platforms are used, allowing group viewing while addressing infrastructure limitations in certain areas.

Finally, digital animation technologies are used to create educational content based on validated scientific research, along with translation and dialectal localization processes to adapt the materials to the specific cultural and linguistic contexts of the communities involved.

Dávideková et al. [53] classify ICTs used in knowledge management (KM) based on their interaction and synchronization to optimize their organizational use. This classification aims to inspire future research and enhance understanding of ICT’s impact on KM. The study emphasizes that ICT overcomes spatial and temporal barriers, improving information access, and notes that interactive and synchronized technologies, like digital platforms and virtual conferences, enrich both explicit and tacit knowledge transfer.

The proposed classification highlights the importance of selecting ICT that promotes active interaction and synchronization to maximize learning effectiveness and knowledge transfer within organizations. Key strategies for effective knowledge management include capturing and storing knowledge through databases, repositories, and KMS to retain valuable information; sharing knowledge through emails, wikis, collaborative platforms, and virtual conferences; creating new knowledge through data analysis, data mining, and simulations; and transferring knowledge by fostering communities of practice, virtual training, and using interactive tools like augmented and virtual reality.

Specific ICT tools for sharing knowledge include email systems, group support systems, wikis, intranets, collaborative platforms such as Microsoft Teams and Skype for Business, digital discussion forums, and multimedia resources such as video and audio recordings. To generate knowledge, the study emphasizes the use of data mining techniques, big data analytics, intelligent systems, and artificial intelligence technologies for image and voice recognition, as well as virtual and augmented reality for simulations and interactive learning experiences.

The study of [54] explores how ICTs have revolutionized higher education by fostering collaborative environments for knowledge exchange. Strategies such as virtual communities, cooperative spaces, and the integration of digital tools promote real-time interaction and content creation. ICTs, including the Internet and networks, offer global connectivity. Online platforms enable distance learning and incorporate analytics and digital libraries for easy access to resources, helping with theory development. Bibliographic tools are essential for organizing and citing sources, enhancing knowledge creation.

Horban et al. [55] aim to enhance educational services in Europe by fostering a knowledge management culture that integrates cognitive, managerial, and technological aspects. The study promotes forming knowledge networks and interdisciplinary practices to generate new ideas and solutions in higher education. It emphasizes cognitive transformation to change thinking styles and boost creativity for complex problem-solving. Leadership is about guiding teams in uncertain environments to encourage participation and collaboration. The study recommends online collaboration tools like virtual coworking spaces, educational knowledge platforms, and open-source technologies for managing institutional knowledge. For knowledge generation, it uses AI-based ICTs to collect, process, and interpret large-scale data.

The study of [56] analyzes the influence of organizational culture, ICTs, and perceived control on the effectiveness of knowledge sharing in supplier development programs using a mentoring approach. The transfer of competencies focuses on sharing specific technical skills and knowledge. The study observes that knowledge sharing is fundamental for improving supplier capabilities in the supply chain, as it promotes innovation and the creation of new practices, with mentoring serving as a key method to transmit both explicit and tacit knowledge. This approach overcomes cultural, social, and technological barriers, thus promoting more strategic and efficient knowledge management. Several actions are identified as knowledge management strategies in this study:

• Competency transfer focuses on sharing specific technical skills and knowledge, directly impacting the improvement of supplier productivity and competitiveness.
• Mentoring mechanisms establish a direct link between experts and suppliers, facilitating the transmission of explicit knowledge (documented and easily communicated) and tacit knowledge (based on experience and intuition).
• Knowledge-sharing strategies are adapted to diverse cultural contexts, considering factors such as power distance and uncertainty avoidance.
• The use of ICT streamlines the flow of knowledge by integrating tools that eliminate geographic and temporal barriers, employing user-friendly technological solutions aimed at simplifying information-sharing processes. Similarly, systems that remove time and space constraints enable continuous real-time communication between companies and suppliers, thus fostering collaborative work. Likewise, digital platforms that allow for the sharing of documents, resources, and knowledge encourage transparency and accessibility of the information necessary for innovation.

In this context [57] references teacher collaboration in several points:

• The development of digital competencies among teachers, such as the ability to search, evaluate, and use online information, as well as to collaborate and communicate effectively through digital tools, facilitates collaboration between them.
• The article mentions ICT tools like forums, chats, wikis, emails, videoconferences, etc., which teachers can use to collaborate and share resources and information, even remotely.
• The need to shift from traditional educational practices to a more collaborative approach is mentioned, where teachers work together to design and implement new teaching and learning strategies.
• The importance of teacher training in digital competencies is emphasized to foster collaboration among education professionals and enhance educational activities.

The study presented in [58], analyzes how various individual, team, organizational, and technological factors influence the sharing of knowledge within virtual teams, which directly affects their performance. Based on a systematic review of the literature, the study identifies key elements to strengthen knowledge management in virtual teams, including the following:

• Trust: Ensures that members feel confident sharing their ideas and experiences.
• Intrinsic and extrinsic motivation: Encourages cooperation and the contribution of valuable information.
• Social interaction: Facilitates communication and mutual understanding, reinforcing team spirit.

Regarding the ICTs used for knowledge sharing, virtual teams rely on tools such as videoconferencing, email, and messaging systems to hold virtual meetings and send documents or messages asynchronously. In addition, they use collaborative platforms like Wikis and online project management systems, which allow for collective content creation, task organization, resource sharing, and progress tracking.

In terms of knowledge generation, there are platforms available that facilitate data storage and retrieval, as well as information analysis and processing tools that help identify patterns and trends. These solutions promote collective content creation and the capture of tacit knowledge through real-time interactions.

Prasad [59] investigated the relationship between knowledge management (KM) and academic performance in higher education institutions. The study seeks to determine how the KM processes (knowledge acquisition, generation, dissemination, transfer, creation, presentation, and utilization) influence academic performance, measured in terms of research and publications, interactive learning, innovation, and capacity development. The study highlights that knowledge management facilitates the exchange of information and effective practices among academics, which in turn fosters collaboration in research, the dissemination of new knowledge, and innovation within the classroom and in academic activities. This relationship strengthens a knowledge-sharing culture that improves individual and organizational capabilities.

The study by Syed et al. [60] mainly aims to design an Academic Knowledge Sharing System (AKSS) specifically for higher education institutions in the United Arab Emirates based on a framework of social characteristics. The study seeks to integrate social factors such as recognition, reward systems, a knowledge-sharing culture, and leading by example to promote effective knowledge-sharing practices among students and academics.

This approach aims to improve knowledge creation and dissemination within a university environment. The study focuses on identifying and applying key social factors that promote knowledge exchange. It proposes a framework that integrates recognition, both intrinsic and extrinsic rewards, and the promotion of an organizational culture based on trust and cooperation. It also underscores the importance of academics and leaders serving as role models in knowledge sharing. These strategies are designed to overcome common barriers such as lack of trust, lack of motivation, and fear of losing knowledge-derived power.

4.2. ICT Tools for Knowledge Sharing

Table 6. Summary of the benefits, limitations, and ICT tools identified in studies analyzed for the systematic review.

Research	Benefits	Limitations	ICT Tools
Barboza and Segobia [2]	- Improve the transfer, storage, and application of knowledge. - Foster collaboration among teachers.	- Lack of knowledge about the integration of ICT in the pedagogical field.	- LMS platforms, mobile devices, collaborative networks.
Bello-Bravo et al. [52]	- Increased learning through localized animated videos and inclusivity for people with low literacy levels. - Ease of sharing knowledge through mobile phones, enabling the dissemination of information without the need for costly infrastructure. - The combination of animations with facilitated discussions strengthened learning and encouraged the replication of knowledge among participants.	- Dependence on technology in communities with limited access to devices or electricity. - Possible language barriers where some concepts may be misunderstood if there is inadequate supervision in translation or unfamiliar terms are used. - Differences in access to and use of technology between men and women were identified.	- Educational animated videos, mobile phones and laptops, knowledge tests, SPSS and SAS analysis tools.
Calderón-Delgado et al. [3]	- Promotion of effective collaboration. - Socialization of experiences. - Intellectual production in educational environments.	-	- Virtual platforms that enable synchronous and asynchronous communication.
Contreras-Cázarez [40]	- Improve information search and data processing.	- Low involvement of teachers.	- Web search engines, educational resources, content creation software.
Dávideková, et al. [53]	- Facilitation of access to information by sharing knowledge, eliminating temporal and spatial barriers. - Use of databases, data mining, and expert systems to make decisions based on structured information. - Adaptability to systems such as e-learning and collaborative platforms allows learning according to needs.	- Difficulty in transferring tacit knowledge. - Knowledge management systems are subject to technological infrastructure and available connectivity. - The stored information must be constantly updated. - The massive availability of data requires appropriate filtering and analysis tools.	- Knowledge bases, databases, data mining, data warehouses, expert systems, intelligent agents, electronic reports, wikis, and document repositories. - Active and asynchronous interaction, Microsoft Teams and Skype for Business, video/audio recordings, digital discussion platforms, and video conferences.
De Freitas-Fernández et al. [47]	- Facilitate collaboration and improve daily teaching activities. - Sharing of experiences through exchange networks.	-	- Exchange networks, personal pages, mobile technology, email.
Escorcia et al. [49]	- Facilitation of access to relevant information. - Promotion of knowledge distribution. - Issues with the adoption of collaborative tools.	- Lack of clear policies for access and use of institutional repositories. - Low adoption of collaborative tools.	- Intranet, virtual libraries, educational virtual platforms, scientific databases, collaboration and project management platforms.
Escorcia et al. [50]	- Cooperation with research groups. - Creation and dissemination of knowledge in higher education institutions.	-	-
Horban, et al. [55]	- Increased cognitive level by fostering creativity, transformational leadership, and the ability to manage information. - Strengthening leadership and innovative management through adaptation to complex and constantly changing environments. - At the technological level, the incorporation of ICT facilitates the accumulation, transfer, and management of knowledge within universities.	- Challenges in integrating organizational and informational cultures. - Regional differences persist in organizational culture and in the implementation of knowledge management. - Difficulty in transferring knowledge between regions due to technological and economic differences.	- Coworking spaces as tools for knowledge exchange.
Inrawan [56]	- ICT facilitates the exchange of knowledge, the creation of new ideas, and innovative processes.	- The use of technologies for knowledge sharing depends on the perception of users, which could lead to variations in results. - The study had no significant impact on knowledge exchange within the mentorship program.	- Structured questionnaires, Bootstrap method with PLS, Hofstede’s Organizational Culture Model.
Montoya-García & Laserna-Palomino [43]	- Facilitate the socialization, externalization, combination, and internalization of knowledge.	- Low use of technological components.	- Shared folders, email, blogs.
Morales, et al. [54]	- ICT has strengthened distance education through virtual modalities that enhance interactivity, connectivity, and access to knowledge without time and space restrictions. - They provide access to a large amount of digitized information, facilitating constant updates for both teachers. - Use of innovative pedagogical strategies, such as gamification, problem-based learning, and blended learning.	- Limited technological resources - Resistance to change - Lack of motivation due to reduced social interaction - Lack of teacher training	- Virtual platforms, bibliographic managers, learning networks, virtual libraries, and databases.
Moreno [57]	- Facilitation of the exchange of educational resources. - Promotion of innovative and collaborative educational practices.	-	- Forums, chats, wikis, email, hyperlinks to websites, and links to videoconferences.
Muhisn et al. [51]	- Knowledge transfer through the use of the e-Learning Management System (eLMS). - Facilitates knowledge sharing through socialization. - Flexible access to learning and encouragement of interaction through forums, emails, and online discussions.	- Dependence on the instructor rather than collaboration with peers to acquire knowledge. - Asynchronous interactions that may hinder an immediate response to questions. - Limited use of social tools in terms of time.	- Discussion forums, Email, Videoconferencing and virtual sessions, Collaborative platforms, Online assessment systems.
Ocaña-Fernández et al. [46]	- Generation and transfer of knowledge.	- Need for adequate teacher training.	- Virtual platforms, data clouds, and artificial intelligence.
Padilla-Hernández et al. [41]	- Facilitation of collaborative learning environments. - Improvement of teacher professional development. - Reflection on pedagogical practices. - Strengthening of teachers’ digital competencies. - Improvement of teaching-learning strategies.	- Lower impact of ICT on inter-institutional collaboration.	-
Paudel [59]	- Association between knowledge management and academic performance of teachers in terms of research, innovation, interactive learning, and capacity development.	- The research was based on data from four universities in Nepal. - The study focuses on the individual behavior of teachers.	E-learning platforms and e-portals, Social networks (Viber, Skype, Twitter, Facebook), Simulators and interactive tools.
Rodríguez-Paredes and Ledesma-Pérez [44]	- Enable ubiquitous learning, providing flexibility in teaching processes.	- Continuous training in the use of ICT.	- Blackboard Ultra, Zoom, and other digital resources.
Saeed et al. [58]	- Improvement in the performance of virtual teams through knowledge exchange. - Generation of more innovative solutions.	- Lack of trust among members affects the willingness to share knowledge. - Lack of motivation influences the exchange of knowledge.	Videoconferencing, emails, wikis, SPSS, SmartPLS, surveys.
Silva [42]	- Improve interaction; promote collaborative learning.	- Lack of technological training for teachers. - Lack of adequate infrastructure.	- Digital whiteboards, blogs, forums, wikis.
Syed et al. [60]	- The implementation of a knowledge sharing system for disseminating information and collaboration among teachers. - Teachers encourage active knowledge sharing. - A well-designed knowledge-sharing system can help eliminate hierarchical barriers and improve cooperation among members of the academic community. - Prevention of the loss of valuable information when teachers leave the institution.	- Lack of a specific system for higher education. - Low participation rates. - Some users may fear sharing their knowledge due to the perceived loss of power or competitive advantage.	- SharePoint, Slack, Yammer, HubSpot, LinkedIn, Moodle, Blackboard, and Canva, Microsoft Teams, Zoom, Google Meet, GitHub, Stack Overflow, Quora.
Toro-Córdova [45]	- Generation and sharing of knowledge among teachers. - Improvement of teaching-learning strategies.	- Limitations in the use of virtual platforms.	- Moodle, Canvas, and Blackboard.
Torres-Flórez et al. [9]	- Strengthening of teachers’ digital competencies. - Creation of innovative educational content.	-	- Cloud storage platforms, social networks, virtual learning platforms, spreadsheet software, reference management software, and statistical analysis software.
Vázquez-González et al. [48]	- Promote knowledge exchange.	- Lack of specific guidelines for information transfer.	- Blogs, wikis, social networks, KM systems such as electronic repositories.

presents studies on the use of ICT in education, highlighting the benefits, limitations, and tools used, such as virtual platforms, social networks, and educational software, to improve collaboration and knowledge exchange.

Figure 4 shows how ICT transforms education by facilitating collaborative learning and improving teacher development. ICT promotes collaboration, the socialization of experiences, and intellectual production in education. Developing teachers’ digital competencies and using ICT tools facilitate resource exchange and innovative practices. Teacher training in virtual education and collaborative tools is essential for knowledge sharing, despite challenges such as accessibility, insufficient training, and resistance to change.

In higher education, ICT is vital for knowledge generation and transfer, requiring proper teacher training. ICT-supported strategies improve digital competencies, innovative content creation, and knowledge distribution, fostering a culture of exchange. However, adopting collaborative tools faces obstacles such as unclear policies and cultural resistance. Collective learning and collaboration with external research groups are crucial for knowledge creation and dissemination, emphasizing ICT’s role in these processes.

Figure 5 categorizes the ICT tools by function. Communication and collaboration tools are the most widely used, followed by data storage and management tools. Learning platforms and resource access are third, and project management and advanced collaboration tools are the least used. The authors also outline the digital competencies required for teachers to use these tools effectively.

The classification of the tools was developed based on a review of academic literature in the use of ICT in education [37], as well as on the way these tools were applied in the documents analyzed in this study. Based on this, the tools were grouped according to their primary use within the reviewed educational contexts. In cases where a tool could fit into more than one category such as wikis, it was assigned to the function in which its use was most frequent across the analyzed studies.

Table 7. Digital competencies necessary for using ICT tools in education, covering communication, management, digital security, pedagogy, and technology to enhance teaching practice.

	Communication Competencies	Management Competencies	Digital Security Competencies	Pedagogical Competencies	Technological Competencies
Time and resource management		✓
Ability to design and plan online learning activities				✓
Knowledge of security measures and privacy in the use of IT			✓
Effectiveness in digital communication	✓
Assessment of student progress				✓
Familiarity with content creation and data analysis software					✓
Ability to facilitate online interaction and collaboration	✓
Handling of digital communication and collaboration tools					✓
Organization and management of virtual courses		✓
Efficient use of tools for access to resources					✓
Efficient use of learning management platforms					✓

outlines the digital competencies and skills needed to use ICT tools in teaching. Knowledge management involves organizing, sharing, and applying information to improve learning and teaching. Communication competencies are crucial for effective digital communication and online collaboration, requiring tools such as email, forums, and videoconferencing for interaction and collaborative projects. Management competencies cover organizing virtual courses and managing time and resources, ensuring effective use of course content and activities. Digital security competencies are vital for protecting sensitive student information and data integrity, including safe online practices, secure passwords, and understanding privacy policies. Pedagogical competencies are essential for designing and assessing online learning activities, while technological competencies involve the use of digital tools for communication and collaboration. Educators must be familiar with the software and tools that support teaching and learning.

Table 8. Digital competencies required for knowledge management applied to various areas of ICT tools, such as access to resources and libraries, data storage and management, communication and collaboration, project management and advanced collaboration, and learning platforms.

	Access to Resources and Libraries	Data Storage and Management	Communication and Collaboration	Project Management and Advanced Collaboration	Learning Platforms
Communication Competencies			✓	✓
Management Competencies		✓		✓
Digital Security Competencies	✓
Pedagogical Competencies					✓
Technological Competencies	✓	✓	✓		✓

details the digital skills needed for knowledge management in ICT-supported teaching. ICT tools and platforms enhance knowledge management, each requiring specific skills. Access to resources stresses digital security and pedagogical skills for privacy and integration. Data management needs both management and technical abilities for data organization. Communication and collaboration demand communicative and technical skills for interaction and cooperation. Project management and advanced collaboration require organizational skills to facilitate teamwork. Learning platforms call for pedagogical and technological skills to manage, design, and evaluate educational activities.

Figure 6 shows the categories of ICT tools, each of which requires specific digital competencies to teach knowledge management. Essential skills include digital communication, collaborative tools, online course management, pedagogical activities, and data analysis. Digital security is crucial for accessing resources. Project management combines technical and communication skills, integrating ICT tools to improve instruction, learning, and resource management.

4.3. Systematic Reviews Comparison

Table 9. Comparative evaluation of systematic reviews and our proposed approach. Each review was assessed independently by three observers using the AMSTAR tool. Observers were unaware of the assigned dichotomous responses and the critical/non-critical classification of criteria to prevent evaluation bias. The responses (“Yes”, “No”, “Can’t answer (CA)”, “Not applicable (NA)”) correspond to AMSTAR questions (Q1–Q11).

Article	Observer	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9	Q10	Q11
Mendoza & Bullón [1]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	CA	No	Yes	No	CA	No	No	CA
	Obs3	Yes	CA	Yes	CA	No	Yes	-	CA	No	No	CA
Meza & Mendoza [61]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	CA	No	Yes	CA	CA	Yes	CA	CA	No	No	CA
	Obs3	Yes	CA	Yes	CA	No	No	CA	CA	No	No	CA
Mercado y Morales [62]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	CA	No	Yes	Yes	CA	CA	CA	CA
	Obs3	CA	CA	Yes	CA	CA	Yes	No	CA	No	No	CA
Meza et al. [63]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	No	CA	Yes	No	CA	CA	CA	CA
	Obs3	Yes	CA	Yes	CA	CA	CA	CA	CA	CA	No	No
Campa y Lozano [64]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	No	CA	CA	CA	CA	CA	CA	CA
	Obs3	Yes	CA	Yes	No	Yes	No	CA	CA	No	CA	No
Cuevas et al. [65]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	Yes	CA	Yes	Yes	CA	CA	CA	CA
	Obs3	Yes	CA	Yes	Yes	Yes	Yes	Yes	Yes	No	No	CA
Basilotta et al. [66]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	CA	CA	No	CA	No	Yes	No	No	CA	No	CA
	Obs3	Yes	CA	No	Yes	CA	Yes	No	CA	No	No	No
González & Jasso [67]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	CA	No	CA	CA	No	CA	No	CA	CA	CA	CA
	Obs3	CA	No	No	No	No	No	No	No	No	No	No
Solano et al. [68]	Obs1	Yes	Yes	Yes	CA	Yes	Yes	No	No	NA	No	Yes
	Obs2	Yes	CA	Yes	No	CA	Yes	CA	CA	CA	CA	CA
	Obs3	Yes	CA	Yes	Yes	No	Yes	Yes	Yes	No	CA	CA
OURS	Obs1	Yes	Yes	Yes	-	No	Yes	CA	CA	CA	CA	No
	Obs2	Yes	CA	Yes	Yes	Yes	-	CA	CA	Yes	Yes	CA
	Obs3	Yes	CA	Yes	No	Yes	Yes	CA	CA	CA	CA	CA

The symbol (-) means we have not a response by the observers.

presents the evaluation of nine systematic reviews, which were analyzed and evaluated by three observers. Subsequently, their results were compared with our proposal, which three other observers evaluated. During this process, the evaluators applied the AMSTAR tool without knowing the assigned values for the dichotomous responses or the criteria classified as critical or non-critical in order to avoid bias in the application of the instrument.

Table 10. Quantitative comparison of AMSTAR evaluations across systematic reviews. Column one indicates AMSTAR items analyzed (Q1–Q11). Column two provides weights assigned to each item using the Analytic Hierarchy Process (AHP). Subsequent columns present the scores obtained for each item by the systematic reviews evaluated, including our proposed approach.

Items	AHP Value	Mendoza & Bullón [1]	Meza & Mendoza [61]	Mercado & Morales [62]	Meza et al. [63]	Campa & Lozano [64]	Cuevas et al. [65]	Basilotta et al. [66]	González & Jasso [67]	Solano et al. [68]	Ours
Q2	0.2680	0.1787	0.1340	0.1787	0.1787	0.1787	0.1787	0.1787	0.0893	0.1787	0.1787
Q3, Q4	0.1854	0.1391	0.1391	0.1082	0.1236	0.1082	0.1700	0.0927	0.0773	0.1391	0.1236
Q7	0.1318	0.0000	0.0439	0.0000	0.0220	0.0439	0.0879	0.0000	0.0000	0.0659	0.0659
Q8	0.1160	0.0387	0.0387	0.0387	0.0387	0.0387	0.0580	0.0193	0.0193	0.0580	0.0580
Q9	0.0843	0.0000	0.0000	0.0141	0.0281	0.0141	0.0141	0.0141	0.0141	0.0141	0.0562
Q10	0.0743	0.0000	0.0000	0.0124	0.0124	0.0248	0.0124	0.0000	0.0124	0.0248	0.0495
Q1	0.0504	0.0504	0.0420	0.0252	0.0504	0.0504	0.0504	0.0420	0.0336	0.0504	0.0504
Q5	0.0362	0.0121	0.0181	0.0181	0.0241	0.0301	0.0301	0.0181	0.0121	0.0181	0.0241
Q6	0.0312	0.0312	0.0208	0.0208	0.0260	0.0156	0.0312	0.0312	0.0156	0.0312	0.0208
Q11	0.0225	0.0150	0.0150	0.0150	0.0113	0.0113	0.0150	0.0113	0.0113	0.0150	0.0075

presents the results of the systematic review comparisons. The first column lists the AMSTAR item (Q1, Q2, Q3, etc.) considered in the analysis, while the second column indicates the weights assigned to each item according to the AHP method. From the third column, the values obtained from the quantitative analysis of the different reviews are displayed.

The confidence thresholds of the studies were calculated as explained in Section 3.5. The values obtained were the following: low confidence at 0.39, moderate confidence between 0.39 and 0.53, and high confidence for values greater than 0.53.

The results of the comparative analysis are shown in Figure 7, in which three studies demonstrated high confidence: Cuevas with 0.6476, Solano with 0.5951, and the present review (Ours) with 0.6347. Although this study did not receive the highest score, it is ranked second, demonstrating high confidence in meeting 71% to 84% of the AMSTAR criteria.

The results prompt reflection on ICT-mediated KM strategies in higher education. While important trends, tools, and practices are highlighted, a critical analysis is needed to grasp their broader pedagogical implications. The next section examines and discusses these findings based on the study’s methodological framework and research question.

5. Discussion

This study provides a review of the importance of the relationship between knowledge management (KM) and information and communication technologies (ICT) in higher education institutions. The strategic incorporation of ICT into KM processes has the potential to transform pedagogical practices [3,41], foster teaching innovation, and facilitate collaborative learning environments. KM strategies that leverage tools such as digital platforms, academic networks, institutional repositories, chats, and videoconferencing among other resources have proven effective in enabling the creation, collaboration, and dissemination of knowledge among faculty members [45,57].

In this context, training in these technologies is crucial for knowledge exchange and continuous professional development, which benefits educators by helping them stay up to date and enhance their teaching practices [9,46]. However, despite these clear advantages, structural and cultural challenges have been identified that limit the impact of such tools. One of the main issues is the distribution of knowledge: although institutional repositories centralize valuable information, access to and effective use of that knowledge are not guaranteed for the entire academic community [49].

Moreover, there is a significant disparity between institutions with advanced technological infrastructure and those with limited resources, which results in unequal adoption and effectiveness of ICT supported KM strategies [2,42]. The implementation of such strategies is influenced by multiple factors, including the following:

• Institutional: the presence of clear policies, incentives for collaboration, and flexible organizational structures;
• Economic: the availability of resources for digital infrastructure, faculty training, and technical support;
• Cultural: the willingness of faculty to share knowledge and engage in communities of practice;
• Individual: motivation, digital competence, and openness to technological change.

In response to these barriers, a series of recommendations are proposed in

Table 11. Recommendations for enhancing KM and ICT in higher education. These recommendations aim to strengthen digital competencies, improve knowledge distribution, promote collaborative learning, incentivize educational innovation, support ongoing research, and encourage the adoption of effective institutional policies.

Recommendation	Description
Strengthening digital competencies	- Implement continuous training programs in digital competencies for teachers, focused on the effective use of ICT for knowledge management. - This includes practical and up-to-date courses that promote the integration of digital tools into teaching.
Improvement in knowledge distribution	- Establish clear policies and procedures for the management and distribution of knowledge within educational institutions. - This could include the creation of accessible institutional repositories and the active promotion of knowledge-sharing practices among teachers.
Promotion of collaborative environments	- Foster the creation of communities of practice and collaborative networks among teachers, using digital platforms and educational social networks. - This can facilitate the continuous exchange of ideas, resources, and best pedagogical practices.
Incentives for educational innovation	- Implement institutional incentives that recognize and promote educational innovation through the creative and effective use of ICT. - This could include awards, recognitions, or financial support for innovative projects that enhance educational quality.
Continuous research and impact evaluation	- Support ongoing research on the impact of ICT-based KM strategies on teachers’ learning and professional development. - This could include longitudinal studies and systematic evaluations to measure the long-term effects of these strategies.
Adoption of institutional policies	- Develop and adopt institutional policies that actively promote the strategic use of ICT for knowledge management across all faculties and academic departments. - This could include integrating ICT as an integral part of curriculum planning and teacher professional development.

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However, the implementation of ICT-driven KM strategies is not consistent. Nevertheless, empirical studies within organizational settings have demonstrated that implementing knowledge-management processes supported by ICT positively impacts innovation, organizational ambidexterity, and overall performance [69,70].

Institutional policies and structures determine the extent to which ICT-based KM strategies can be integrated into teaching practices. Universities with well-defined knowledge-sharing policies, incentives for collaboration, and structured digital infrastructure tend to facilitate a smoother adoption of these strategies. In contrast, institutions that lack clear policies or have rigid hierarchical structures may encounter resistance from faculty members, limiting knowledge exchange and technological adoption.

In addition, resource allocation within institutions significantly impacts the accessibility and implementation of ICT tools for knowledge management. HEIs with limited funding may struggle to provide adequate digital resources, training programs, and technical support, thereby hindering the development of digital competencies among faculty. This limitation can result in disparities in the ability of educators to leverage ICT for collaborative learning and professional development.

Cultural factors also influence the willingness of educators to participate in KM initiatives. In institutions where a collaborative academic culture is nurtured, knowledge exchange is more likely to thrive. In contrast, in environments where individualism prevails, faculty may be hesitant to share their knowledge due to concerns about intellectual property, recognition, or competition.

Given these challenges, institutions must adopt context-sensitive approaches to KM and ICT integration. Policymakers should focus on creating inclusive frameworks that address institutional constraints, promote a culture of collaboration, and ensure equitable access to digital resources and training opportunities.

5.1. Research Limitations and Biases

Economic disparities across institutions and regions further exacerbate these challenges. Universities in well-funded education systems have greater opportunities to invest in advanced KM tools, whereas those in economically disadvantaged areas may struggle to implement even basic digital infrastructure. This economic divide can lead to inequalities in knowledge accessibility and the effectiveness of KM strategies across institutions.

It is important to note that this review has certain limitations. Despite the effort to conduct a rigorous systematic review, following the PRISMA guidelines and using the AMSTAR tool for its evaluation, some limitations must be acknowledged. First, a potential publication bias is evident, as most of the included studies come from academic journals indexed in recognized databases, excluding sources such as grey literature, books, and academic discussions materials that could offer relevant perspectives.

Furthermore, the inclusion of publications in languages other than Spanish and English was restricted to avoid interpretation errors; however, this also limits the incorporation of studies that might be important in diverse geographical and cultural contexts. Finally, during the application of the AMSTAR tool, it was observed that questions requiring subjective judgment were left to the interpretation of the reviewers. Although they are experts in their respective fields, notable differences were found in how the criteria were applied.

5.2. Future Research Directions

Future research should explore how tailored interventions can mitigate institutional and economic disparities in KM adoption, ensuring that all educators benefit from the potential of ICT in higher education.

Unlike previous studies that have focused primarily on the adoption of ICT in teaching or the effectiveness of learning management platforms, our study provides a comprehensive perspective on how ICT can enhance the creation, transfer, and application of knowledge within teaching communities.

Finally, to optimize knowledge management and ICT in higher education, it is essential to provide ongoing training in digital competency, establish clear knowledge-distribution policies, encourage collaboration, incentivize educational innovation, support continuous research, and adopt strategic ICT-integration policies in all academic areas.

The ideas presented show that implementing KM strategies supported by the use of ICT can be a complex process, but one with significant transformative potential for higher education institutions. In order to consolidate the findings and broaden the scope of this study, the following section presents the conclusions of this systematic review, highlighting its contributions, practical applications, and potential areas for future research.

6. Conclusions

The integration of ICT with KM strategies in HEIs has proven to be a key factor in the transformation and optimization of teaching. Through the analysis conducted, it was identified that the implementation of KM strategies supported by ICT facilitates the creation, storage, and efficient distribution of knowledge, promoting collaborative and personalized learning environments. In particular, this work contributes to three key aspects:

Identification of barriers to knowledge transfer: Through a literature analysis, the main obstacles that limit knowledge exchange among educators are identified, such as the lack of incentives and unstructured tacit knowledge. This provides evidence for designing more effective strategies.

Proposal of ICT-based strategies to improve knowledge management in teaching: Unlike other studies that address the topic from a theoretical perspective, our work presents practical recommendations that can guide the implementation of policies in higher education institutions to foster a culture of knowledge sharing.

Exploration of emerging trends in KM and ICT: Our analysis reveals how digitalization and the use of tools such as collaborative platforms, academic networks, and digital repositories are transforming the way educators manage knowledge, laying a foundation for future research on educational innovation.

This study not only reaffirms the importance of integrating ICT into knowledge management, but also highlights the need for institutional policies that promote greater collaboration and knowledge transfer within higher education institutions. In addition, the findings can serve as a starting point for future research exploring implementation methodologies and impact measurement of these strategies in teaching practice.

One of the most significant findings is that the adoption of ICT in KM processes is closely related to the development of digital competencies among teachers. Teachers with higher digital skills were observed to be more willing to share and generate knowledge through digital platforms, academic networks, and collaborative tools. This suggests that continuous training in digital competencies is a key factor in maximizing the impact of ICT in teaching and fostering a culture of knowledge sharing in HEI.

Moreover, the results show that ICT-based KM strategies not only impact teaching within the classroom but also promote teacher interaction at both the institutional and inter-institutional levels. However, challenges persist in the effective distribution of knowledge, as institutional repositories and other digital tools do not always ensure equitable access and efficient use of the generated information.

Another key aspect identified is the need to encourage the development of KM strategies focused on teacher collaboration. Despite technological advancements, many initiatives remain focused on student-to-student interaction, while mechanisms for knowledge sharing among teachers still present limitations. Overcoming these barriers would strengthen the construction of collective knowledge and optimize educational practices.

Finally, this study highlights the importance of implementing institutional policies that promote the strategic use of ICT in KM processes. The combination of teacher training in digital competencies, incentives for knowledge sharing, and adequate technological infrastructure can significantly contribute to the creation of a more innovative and collaborative academic community.

In conclusion, the synergy between KM and ICT in higher education improves educational quality, strengthens the academic community, and facilitates more effective knowledge generation and distribution. To maximize its impact, it is essential to continue to promote teacher training in digital competencies and the development of interactive environments that foster pedagogical innovation and knowledge exchange.