Desafíos y tendencias de la formación continua para la gestión didáctica del docente en la educación superior online: una revisión sistemática

This article analyzes the challenges and trends of continuous training for didactic management in online higher education through a systematic review of recent literature. The primary objective was to synthesize scientific evidence redefining the teaching role in virtual environments. Utilizing a documentary design methodology and a qualitative approach, articles from high-impact databases were examined. Rather than offering closed answers, this work seeks to provide a critical perspective to guide institutions in redesigning their professional development programs. By analyzing recent scientific literature, this study aims to offer a clear roadmap for institutions wishing to redesign their professional development programs, prioritizing didactic management that is both technologically advanced and pedagogically human. The results reveal that current teacher training faces a gap between technical competence and the ability to humanize the virtual environment. Learning analytics and adaptive instructional design are identified as emerging trends. It is concluded that effective didactic management transcends the use of tools, requiring comprehensive training that articulates the teacher's emotional well-being with pedagogical innovation, proposing a management model centered on guidance and critical mediation.