Use of ICT in education and generational diversity: a critical review of digital capabilities

Abstract

The aim of this study was to carry out a critical and systematic review of the scientific literature on the use of Information and Communication Technologies (ICT) and its relationship with generational diversity of teachers; to analyze how digital competencies are developed in different educational contexts. The methodology was based on the PRISMA model, guaranteeing transparency and rigor in the phases of search, selection and documentary analysis. We reviewed 142 articles published between 2020 and 2025, of which 52 met the inclusion criteria, from databases such as Scopus, Web of Science and SciELO. The results showed that digital teaching competencies represent the main line of research, followed by generational diversity and educational innovation. In addition, a greater scientific production was identified in Europe, especially in Spain and Portugal, while Latin American studies, although growing, remain limited. It is concluded that the educational digital transformation requires sustainable policies, differentiated training programs and ethical and collaborative digital literacy that integrates generational diversity as a strategic resource for pedagogical innovation and professional strengthening.