Alfabetización digital crítica y cultura de paz: reconfiguración de la praxis docente - una revisión sistemática de la literatura

Abstract

This study conducts a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, with the aim of analyzing how teacher training in Critical Digital Literacy (CDL) intersects with the reconfiguration of pedagogical practice to foster a culture of peace in basic education. The study arises in response to the predominance of an instrumental rationality that reduces Information and Communication Technologies (ICT) to mere technical skills, overlooking their role as instruments of power and exclusion. Through an exhaustive search of high-impact databases (Scopus, SciELO, Redalyc) and a qualitative analysis assisted by the open-source software QualCoder, a final corpus of 39 articles from the last decade (2015–2025) was systematized. The findings reveal a hegemonic tension between the “uberization” of schools and the need for teacher autonomy. Furthermore, by incorporating studies set in Colombia—such as the training program at the UPTC and the “Bicinet por la Paz” project—it becomes evident that ADC enables teachers to act as mediators of social justice and historical memory. The study concludes that educators’ digital sovereignty and epistemic disobedience through free technologies are fundamental pillars for transforming the school ecosystem into a space of comprehensive peace.