El aprendizaje intergeneracional y las herramientas digitales para la docencia universitaria

Introduction: The integration of digital tools among university education professionals has been gaining ground during the 21st century, considering the age diversity in the workforce. This work explores the potential of technologies for intergenerational learning among university teachers, considering existing challenges and opportunities. Methodology: A bibliographic analysis of 25 documents from various databases is carried out using the PRISMA methodology along with other complementary documents. Results: They reveal that digital tools have increased their relevance in education since the COVID-19 pandemic, which in turn has generated an intergenerational disparity in their use. Discussion: On one hand, younger teachers are more familiar with technology, while older ones may experience reluctance to apply them in their educational practice. This disparity also presents institutional opportunities to strengthen intergenerational relationships, whether through digital training, mentoring, collaborative spaces, proper use of AI, other emerging tools, etc. Conclusions: Universities should promote fruitful and respectful intergenerational relationships with the help of digital tools, in addition to exploiting the teaching potential of their professors, as well as encouraging teachers to be willing to learn and collaborate with their colleagues.