LITERATURE REVIEW: TRANSFORMATION OF CLASSROOM ENVIRONMENTS THROUGH TOUCH SCREENS, AN EXPERIENCE OF EDUCATIONAL INNOVATION

Abstract

The integration of touchscreen technology in classroom environments represents a significant transformation in higher education teaching and learning processes. This literature review, based on the SALSA methodological framework, explores scientific evidence on the pedagogical impact of interactive technologies in university classrooms, with a focus on the experience of Universidad Tecnológica Israel (Ecuador). Findings reveal that such tools enhance student motivation, active learning, inclusion, and the development of digital competencies, particularly when combined with active methodologies such as flipped classroom and cooperative learning. Additionally, touchscreen technologies foster greater student engagement, support diverse learning styles, and facilitate the use of multimodal educational resources. However, critical challenges persist, including the need for technopedagogical training for faculty, curricular adaptation, and institutional sustainability. In the Ecuadorian context, initiatives driven by local governments and universities demonstrate progressive efforts toward digital equity, although further systematization and longitudinal studies are necessary. This study provides a robust theoretical framework that supports the implementation of touchscreen displays as an educational innovation strategy, integrating teaching, research, and community engagement. Ultimately, it highlights the importance of building inclusive, technology-mediated educational ecosystems oriented toward meaningful learning, with social relevance and institutional projection.