SMART Framework in Teacher Training for Virtual Learning Environments: A Systematic Review of Pedagogical Competences and Training Outcomes
DOI:
https://doi.org/10.70577/cieninter.v4i3.56Keywords:
Teacher education; Electronic learning; Educational technology; Educational objectives; Distance education.Abstract
Teacher training for Virtual Learning Environments requires strategies capable of linking objectives, monitoring, and transfer of learning into pedagogical practice, therefore this review analyzed whether incorporating the SMART framework, compared with training strategies that do not use it, improves pedagogical competences and teacher training outcomes. A systematic review of publications issued between 2021 and 2026 was conducted using SCOPUS, Web of Science, SciELO, and Google Scholar, while the evidence was organized through a narrative matrix covering study design, population, intervention, comparator, outcomes, effect estimates, conclusions, and limitations. The studies showed that structured, personalized interventions supported by feedback can improve digital competences, technological-pedagogical knowledge, self-efficacy, and practical application, although effect magnitude varied according to study design and the outcome assessed. Studies with comparison groups provided more consistent evidence than single-group designs, while some effects declined during follow-up or did not improve when additional supports were incorporated. Evidence specifically addressing SMART was limited because studies using structured goal setting did not isolate its effect through controlled comparisons and, in several cases, assessed goal formulation rather than pedagogical transfer. It should be emphasized that training effectiveness also depended on personalization, feedback, institutional context, and opportunities for application. Consequently, SMART may function as an organizing component of professional development in virtual training, although its causal superiority over non-SMART strategies was not demonstrated by the available evidence.
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Copyright (c) 2026 Magali del Rosario Curillo Andrade, Isabel Alexandra Romero Vallejo, Ricardo Sebastián Tamayo Pozo, Jheisson Chayan Cuenca Arevalo
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