The purpose of this article is to analyze the literature on the integration of Information and Communication Technology (ICT) in the curriculum in the field of higher education, the result of the first stage of a broader work where the use of ICT was diagnosed during the research activity at the National University of Loja (UNL) in Loja, Ecuador. Spanish descriptors were used: ICT employment, ICT integration in education, ICT curricular integration in higher education, curriculum, integration. Data capture was carried out with the support of different databases in the Scientific Information System Network of Scientific Journals of Latin America, the Caribbean, Spain and Portugal (Redalyc), Google Scholar, Latindex. From the treatment of the information, 24 articles were selected in which the titles and content were analyzed. Some behaviors already stated in the literature were obtained and in other cases, a current discussion is needed based on essential characteristics to understand how the integration of ICT in the curriculum in higher education is characterized.

This research is developed by systematizing the literature on STEAM education in relation to skills, strategies, training, implementation and competencies. An SLR methodology is applied focused on the field of education, 46 articles were selected from the Scopus, Eric and WOS Database from the last five years, complemented with quantitative research to verify the frequency of the variables in the documentary review. The results are articulated in a design to propose a teacher training model in STEAM education, for which three dimensions are taken into consideration based on the educational actors (pre-professional, professional and expert) in order to work on the different indicators that allow a logical and systematic sequence to implement STEAM education in current educational contexts that require the development of complex competencies, mediated by emerging technologies. It is evident that teachers, from their initial training to their professional development as experts, face the challenge of preparing new generations to solve complex problems and effectively promote the development of 21st century skills, in this way, Teacher training programs contribute significantly to their professional performance, playing a crucial role in the transformation of pedagogical practice, strengthening teaching professionalism and promoting a culture of research, generating a positive impact on the quality of current education.

No contexto do século XXI, observa-se uma crescente ênfase na preparação para o empreendedorismo e a inovação, acompanhada pela utilização cada vez mais preponderante das tecnologias de informação e comunicação, especialmente na educação básica e ensino superior. A pandemia de Covid-19 acelerou a promoção de uma agenda tecnoliberal, caracterizada pela improvisação pedagógica e pela incorporação das tecnologias como instrumentos de gerenciamento da realidade educativa. Neste contexto, como a formação empreendedora e a improvisação pedagógica afetam a formação? Este estudo apresenta uma abordagem analítica de cunho crítico-dialético, visando a desvendar os matizes ideológicos que permeiam a educação empreendedora, bem como suas conexões intrínsecas com o papel desempenhado pelo corpo docente e a adoção de ferramentas tecnológicas digitais no contexto pós-pandêmico. O estudo enfatiza a lacuna existente no que tange aos alicerces filosóficos que deveriam fundamentar a formação para o empreendedorismo. Simultaneamente, realça a iminente necessidade de formulação de políticas públicas que fomentem uma incorporação crítica da tecnologia, tanto por parte de educadores quanto dos estudantes, almejando uma utilização eficaz no âmbito educativo. O texto sublinha a importância de uma abordagem crítica no ensino do empreendedorismo e destaca a necessidade de uma reflexão sobre processos de pseudoformação no panorama educativo que se delineia no cenário pós-Covid-19.