Emprendimiento y mediación tecnológica en Formación Profesional. Una revision sistemática

Antonio Manuel Montaño-Sobrino; Jesús Conde-Jiménez; Ángela Martín-Gutiérrez

doi:10.31637/epsir-2026-1965

Authors

Antonio Manuel Montaño-Sobrino Universidad de Sevilla https://orcid.org/0009-0003-8202-8831
Jesús Conde-Jiménez Universidad de Sevilla https://orcid.org/0000-0002-4471-5089
Ángela Martín-Gutiérrez Universidad Internacional de La Rioja y Universidad de Sevilla https://orcid.org/0000-0001-9847-245X

DOI:

https://doi.org/10.31637/epsir-2026-1965

Keywords:

vocational education, entrepreneur, digital competence, student attitude, entrepreneurial skills, entrepreneurial potential, methodology, education

Abstract

Introduction: This study examines the scientific production on the use of technology as a mediating tool in the acquisition of skills that make up entrepreneurial potential in vocational education between the years 2015 and 2024. Methodology: Through a review of 13 selected articles, using the PRISMA protocol. Results: The findings highlight the central role of technology in the development of skills that make up entrepreneurial potential, although no direct relationship between technology and entrepreneurship is established. Additionally, a disconnect is observed between educational plans and labor market demands, especially in Spain, and limited attention to vocational education in European studies. Discussions: There is no clear connection established between technology and entrepreneurship in vocational education. The need to integrate both areas and classify entrepreneurial skills following the model of Bernal et al. (2021) is highlighted. However, there is no in-depth exploration of how technology enhances these skills. Conclusions: This analysis reveals an emerging field of research with great potential, suggesting the need for inclusive and adaptive educational approaches that integrate technology and entrepreneurial skills to meet the demands of an ever-evolving market.

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Author Biographies

Antonio Manuel Montaño-Sobrino, Universidad de Sevilla

International PhD candidate in Education. Master's Degree in Teaching (VIU). Secondary school teacher specialising in Vocational Training and Career Guidance at the Regional Government of Andalusia. Honorary assistant in the Department of Theory and History of Education and Social Pedagogy (US). His main areas of research focus on vocational training, entrepreneurship, teacher training, ICT and educational collaboration.

Jesús Conde-Jiménez, Universidad de Sevilla

International Doctorate in Education from the University of Seville (Spain). Senior Lecturer at the University of Seville (Spain) in the Department of Theory and History of Education and Social Pedagogy. Member of the Research Group ‘HUM403: Pedagogical Research on the Person’. He has participated in several research projects, such as ‘Designing for Personalisation and Inclusion with Technologies (DEPIT)’ and ‘School Policies to Tackle and Detect Fake News (SPOTTED)’. He is currently a research member of the project Linguistic Ageism in Digital Communication among Older People: Towards a New Inclusive Language – EDLINC (PID2023-150704OB-I00). His research interests focus on digital competence, digital technologies, teacher training and learning environments.

Ángela Martín-Gutiérrez, Universidad Internacional de La Rioja y Universidad de Sevilla

Doctorate with an International Specialisation in Education from the University of Seville (Spain). Senior Lecturer at the International University of La Rioja (UNIR) in the Department of Theory and History of Education and Interim Substitute Lecturer in the Department of Theory and History of Education and Social Pedagogy at the University of Seville. Member of the Research Group ‘HUM403: Pedagogical Research on the Individual’ and the Research Group ‘Socio-Educational and Intercultural Inclusion, Society and the Media’ (SIMI). Her lines of research focus on vocational training, entrepreneurship, teacher training (initial and continuing), inclusive and intercultural education, gender and educational collaboration.

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