**2. Innovation in higher education**

Currently, HEIs need to include technological tools in their teaching-learning processes, allowing them to innovate in order to improve the quality of education and maintain the attention of students [18], who require spaces that favor the formation of skills and competencies for the use and adoption of technologies in higher education [12, 17]. Sometimes, these important tools are underutilized, taking away the importance they offer and their contribution in the educational field to facilitate the grouping of content through Wikipedia, for example, and to organize classrooms to maintain academic interaction in Moodle [20]. If we add to this aspect the rapid advancement of technological tools and the low use and assimilation of educational communities, we can deduce the need to develop digital competence to maximize the use of technology and, thus, offer online spaces for the formation of disciplinary competencies [16]. The above implies the preparation of environments that implementation of technological tools in educational processes in higher education, which, although costly, can be used to improve the quality in academic careers [23].

A study by Chugh et al. [16] shows that the trend in the use of technology in higher education is present in different areas of knowledge, highlighting the social sciences and engineering with the use of social networks, videos, and websites with scientific content, while ignoring other tools such as adaptive learning, augmented reality, artificial intelligence, mobile learning, QR codes, synchronous tech, gamification, learning management systems, and rapid response. On the other hand, the training of professionals and the inclusion of technology are required to propose innovative

solutions to social problems [11], where its appropriation is sought in the academy; for example, artificial intelligence promotes the development of skills related to critical analysis [10], the use of technologies inside and outside the classroom improves the acquisition of knowledge [19], simulators allow an increase in the quality of the profile of their graduates because they establish environments for making decisions that are conducive to competency-based training [24], and the use of STEM favors spaces for efficiency in teaching-learning [25].
