Integrating Educational Technologies into Business and Management Programs: A Model for Vocational and Technological Education
DOI:
https://doi.org/10.5753/rbie.2026.6125Keywords:
Educational innovation, Vocational and technological education, Business education, Technology foresight, Curricular integrationAbstract
Digital transformations and advances in educational technologies have directly impacted teaching and learning processes, particularly within the context of Vocational and Technological Education (VTE). This educational modality, predominantly offered by the Federal Institutes, aims to train professionals capable of working in strategic sectors of the economy by integrating technical knowledge and innovation. Despite the potential of digital technologies, their pedagogical application remains limited, partly due to the lack of structured models to guide their curricular integration. This study aimed to develop a replicable technological integration model for Business Administration, Accounting, and Logistics programs, grounded in the identification of educational technologies with potential for pedagogical application. A quali-quantitative approach was adopted in four stages: systematic literature review, patent and software prospecting, analysis of curricular matrices, and model development. The study identified 160 patents and 560 software solutions with potential educational use, organized by thematic area and correlated with 263 courses offered within the Brazilian Federal Network of Professional, Scientific, and Technological Education. The results indicate technologies applicable to digital management, accounting automation, smart logistics, and active learning methodologies, with emphasis on tools related to strategic planning, goods tracking, and financial education. The analysis also identified structural and institutional limitations, including the need for faculty training and resistance to the adoption of new digital tools. Based on these findings, the proposed model is structured around five integrated pillars: identification of technologies, development of a teaching resource repository, continuing professional development, institutional partnerships, and outcome evaluation, providing operational guidelines for the planned integration of educational technologies in VTE. It is concluded that the planned adoption of the model can enhance professional training, align education with productive sector demands, and strengthen the role of educational institutions as promoters of innovation.
Downloads
Referências
Abildinova, G., Abdykerimova, E., Assainova, A., Mukhtarkyzy, K., & Abykenova, D. (2024). Preparing educators for the digital age: teacher perceptions of active teaching methods and digital integration. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1473766 [GS Search]
Akour, M., & Alenezi, M. (2022). Higher Education Future in the Era of Digital Transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784 [GS Search]
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers' perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317 [GS Search]
Aquino, C. N. P., Campinho, A. L. M. de C., & Arruda, A. P. S. N. (2021). As prerrogativas dos Institutos Federais e a oferta educacional. Cadernos do Desenvolvimento Fluminense, (19), 153–180. https://doi.org/10.12957/cdf.2020.59163 [GS Search]
Bezerra, E. T., Damacena, R., Lima, I. F. S., Lisboa, A. O. C., Ferreira, M. O., Freitas, A. Q., ... Vieira, A. J. F. (2024). O impacto das tecnologias emergentes na educação: transformações e desafios na era digital. Revista Ibero-Americana de Humanidades, Ciências e Educação, 10(7), 2992–3003. https://doi.org/10.51891/rease.v10i7.14950 [GS Search]
Boaventura, P. S. M., Souza, L. L. F., Gerhard, F., & Brito, E. P. Z. (2018). Desafios na formação de profissionais em Administração no Brasil. Administração: Ensino e Pesquisa, 19(1), 1–31. https://doi.org/10.13058/raep.2018.v19n1.775 [GS Search]
Boeskens, L., & K. Meyer (2025). Policies for the digital transformation of school education: Evidence from the Policy Survey on School Education in the Digital Age. OECD Education Working Papers, n. 328, OECD Publishing, Paris. https://doi.org/10.1787/464dab4d-en [GS Search]
Bonfante, R., & Schenckel, C. (2020). O Princípio da Verticalização nos Institutos Federais: Possibilidades e Desafios. Metodologias e Aprendizado, 1, 83–90. https://doi.org/10.21166/metapre.v1i0.1112 [GS Search]
Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Journal of Interactive Media in Education, 2020(1), 18. https://doi.org/10.5334/jime.570 [GS Search]
Brasil. (2024). Plataforma Nilo Peçanha: Observatório de Dados e Informações. Ministério da Educação, Brasília, DF.
Carmo, J. E. S., Lacerda, D. P., Klingenberg, C. O., & Piran, F. A. S. (2025). Digital transformation in the management of higher education institutions. Sustainable Futures, 9(100692), 100692. https://doi.org/10.1016/j.sftr.2025.100692 [GS Search]
Castaman, A. S., & Rodrigues, R. A. (2021). Práticas pedagógicas: experiências inovadoras na Educação Profissional e Tecnológica. Revista Diálogo Educacional, 21(68). https://doi.org/10.7213/1981-416x.21.068.ao05 [GS Search]
Coradini, L., & Vidor, A. M. (2021). Um projeto de educação para um projeto de desenvolvimento nacional: o papel dos institutos federais de educação, ciência e tecnologia. Juventude.Br, (15), 15–22. [GS Search]
Damasceno-Santos, G., Costa, W. L., Hora, A. J. F., Silva, K. B. S., Sales, G. A., Jesus, J. P. S., Rodrigues, K. D. C. F., Miranda Freitas, L. (2023). Coleção Ensino de Ciências na Escola: um repositório digital como apoio pedagógico para o ensino e a formação. Scientia Plena, 19(3). https://doi.org/10.14808/sci.plena.2023.034402 [GS Search]
Dornelles, F. R. B., Castaman, A. S., & Vieira, J. A. (2021). Educação profissional e tecnológica: desafios e perspectivas na formação docente. Revista Exitus, 11, e020133. https://doi.org/10.24065/2237-9460.2021v11n1id1537 [GS Search]
Duarte Filho, N. F., & Rodrigues, R. F. L. (2023). O uso de ferramentas tecnológicas e o estudo das bases conceituais da educação profissional e tecnológica: intersecções entre teoria e prática no Mestrado ProfEPT. Revista Novas Tecnologias na Educação (RENOTE), 21(2), 13–22. https://doi.org/10.22456/1679-1916.137720 [GS Search]
Duque, R. C. S., Placido, R. L., Loureiro, V. J. S., Jesus, J. W., Mansano, S., Sousa, T. S. R., Martins, A. D., Maçalai, G., Di Santo, M. S., & Silva, K. A. F. D. (2024). A resistência à tecnologia nas escolas: Fatores, desafios e soluções práticas. IOSR Journal of Humanities and Social Science, 29(8), 58-65. https://doi.org/10.9790/0837-2908095865
Dusi, L. L., Pedrosa, S. M. P. A., & Santos, S. R. M. (2024). Tecnologias Digitais e Aprendizagem Docente: Histórias em função de um saber específico. Revista da FAEEBA - Educação e Contemporaneidade, 33(74), 119–132. https://doi.org/10.21879/faeeba2358-0194.2024.v33.n74.p119-132 [GS Search]
Esangbedo, C. O., Zhang, J., Esangbedo, M. O., Kone, S. D., & Xu, L. (2023). The role of industry-academia collaboration in enhancing educational opportunities and outcomes under the digital driven Industry 4.0. Journal of Infrastructure Policy and Development, 8(1). https://doi.org/10.24294/jipd.v8i1.2569 [GS Search]
Favacho, M. V. O. (2023). Formação continuada de professores na era da educação 4.0: saberes, identidade docente e as práticas pedagógicas. Dialética. [GS Search]
Fernández-Sánchez, M. R., Garrido-Arroyo, M. del C., & Porras-Masero, I. (2022). Curricular integration of digital technologies in teaching processes. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1005499 [GS Search]
Fontoura, J. S. D. A., Neves, R. M. S., & Sasset, R. S. (2023). Educação em perspectiva: Formação docente, políticas educacionais e história da educação em contexto emergente. Pedro & João Editores.
Gani, M. O., Yoshi, T., & Rahman, M. S. (2023). Optimizing firm's supply chain resilience in data-driven business environment. Journal of Global Operations and Strategic Sourcing, 16(2), 258–281. https://doi.org/10.1108/jgoss-02-2022-0013 [GS Search]
INPI. (2024). Consulta base de dados do INPI. Instituto Nacional da Propriedade Industrial, Brasília, DF.
Javaid, M., Haleem, A., Singh, R. P., Suman, R., & Khan, S. (2022). A review of Blockchain Technology applications for financial services. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(3), 100073. https://doi.org/10.1016/j.tbench.2022.100073 [GS Search]
Kaden, S. R., Lingwall, J. W., & Shonhiwa, T. T. (2021). Teaching blockchain through coding: Educating the future accounting professional. Issues in Accounting Education, 36(4), 281–290. https://doi.org/10.2308/issues-19-080 [GS Search]
Lee, J.-S., & Hsiang, J. (2020). Patent claim generation by fine-tuning OpenAI GPT-2. World Patent Information, 62(101983), 101983. https://doi.org/10.1016/j.wpi.2020.101983 [GS Search]
Liu, J., Aziku, M., Qiang, F., & Zhang, B. (2024). Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00513-3 [GS Search]
Ma, J., Ovalle, J., & Wang, Y. (2023). Institutional factors influencing knowledge production for practice: Evidence from nonprofit studies. PloS One, 18(10), e0293360. https://doi.org/10.1371/journal.pone.0293360 [GS Search]
Machado J. R. F. (2023). Metodologias de pesquisa: um diálogo quantitativo, qualitativo e quali-quantitativo. Devir Educação, 7(1). https://doi.org/10.30905/rde.v7i1.697 [GS Search]
Magalhães, S. R., Rodrigues, L. M., & Alves Pereira, C. (2021). Metodologias ativas que empregam tecnologias digitais de informação e comunicação (TDIC) no ensino médio integrado. Revista Prática Docente, 6(3), e083. https://doi.org/10.23926/rpd.2021.v6.n3.e083.id1257 [GS Search]
Martinez, M. E., & Gomez, V. (2025). Active learning strategies: A mini review of evidence-based approaches. Acta Pedagogia Asiana, 4(1), 43–54. https://doi.org/10.53623/apga.v4i1.555 [GS Search]
Mathieson, S. (2019). Integrating research, teaching and practice in the context of new institutional policies: a social practice approach. Higher Education, 78(5), 799–815. https://doi.org/10.1007/s10734-019-00371-x [GS Search]
Mohammadi, N., Maghsoudi, M., Sabet, M., & Soghi, M. (2025). Unveiling the evolution of educational technologies: A patent-based clustering and life cycle analysis. IEEE access: Practical Innovations, Open Solutions, 13, 55740–55768. https://doi.org/10.1109/access.2025.3554741 [GS Search]
Molina, M. C. (2017). Contribuições das licenciaturas em educação do campo para as políticas de formação de educadores. Educação & Sociedade, 38(140), 587–609. https://doi.org/10.1590/es0101-73302017181170 [GS Search]
Munaretti, G. C. O., Sá Júnior, E. M., Dantas, U. S., & Soliani, R. D. (2025). Transferência de tecnologia: um estudo nos Institutos Federais da Região Norte do Brasil. Cadernos de Prospecção, 18(1), 3–22. https://doi.org/10.9771/cp.v18i1.60852 [GS Search]
Oliveira, J. L. S., Lima, P. D. S. N., Carvalho, C. L., & Fonseca, A. V. S. (2020). Sala de aula 4.0 - Uma proposta de ensino remoto baseado em sala de aula invertida, gamification e PBL. Revista Brasileira de Informática na Educação, 28, 909–933. https://doi.org/10.5753/rbie.2020.28.0.909 [GS Search]
Raja, R., & Nagasubramani, P. C. (2018). Impact of Modern Technology in Education. Journal of Applied and Advanced Research, 3, 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165 [GS Search]
Ramos, M. N. (2022). Educação Profissional e Tecnológica: (Re)conceituando a (contra)hegemonia. Revista Nova Paideia - Revista Interdisciplinar em Educação e Pesquisa, 28–43. https://doi.org/10.36732/editoranovapaideia.2021.222 [GS Search]
Rezende, G. U. M., Amaral, I. M. B., Vital, S. M. S., Silva, C. D. M., & Schneider, F. A. D. M. (2024). Pesquisas Inovadoras em Educação. Revista Ibero-Americana de Humanidades, Ciências e Educação, 07–205. [Link]
Salinas-Navarro, D. E., Pacheco-Velazquez, E., & Silva-Ovando, A. C. (2024). (Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1348194 [GS Search]
Shaffril, H. A. M., Samsuddin, S. F., & Abu Samah, A. (2021). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality & Quantity, 55(4), 1319–1346. https://doi.org/10.1007/s11135-020-01059-6 [GS Search]
Sidorova, M., Kopus, T., & Yurasova, I. (2024). Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment. Accounting Education, 33(5), 621–648. https://doi.org/10.1080/09639284.2023.2255980 [GS Search]
Silva, J. C. K., Soliani, R. D., Satrapa, H. F. M., & Lobão, M. S. P. (2025). Public innovation policies in Acre: a systemic analysis of the regional ecosystem of Science, Technology and Innovation. Revista Políticas Públicas, 29(2), 970–990. https://doi.org/10.18764/2178-2865.v29n2.2025.53 [GS Search]
Sivarajah, R. T., Curci, N. E., Johnson, E. M., Lam, D. L., Lee, J. T., & Richardson, M. L. (2019). A review of innovative teaching methods. Academic Radiology, 26(1), 101–113. https://doi.org/10.1016/j.acra.2018.03.025 [GS Search]
Sobrinho, E. M. A., & Rivera, J. A. (2021). A utilização das TIC's de forma criativa e inovadora no contexto da Educação Profissional e Tecnológica. Revista de Estudos e Pesquisas sobre Ensino Tecnológico (EDUCITEC), 7, e110321. https://doi.org/10.31417/educitec.v7.1103 [GS Search]
Soliani, R. D., Oliveira, D. A., Pontes, J. C. N., & Drumond, T. D. R. (2025). Professional training in Industry 4.0: a competency-based educational model. Gestão & Produção, 32(e2225). https://doi.org/10.1590/1806-9649-2025v32e2225 [GS Search]
Soliani, R. D., Pereira, R. S., Freitas, C. G., & Pereira, F. S. (2024). Gamification in Supply Chain Management (SCM) education: a practical experience with the Beer Game. Caderno Pedagógico, 21(2), e2865. https://doi.org/10.54033/cadpedv21n2-104 [GS Search]
Sousa, W. K. L., & Vasconcelos, F. H. L. (2023). Educação profissional e tecnológica e a utilização das tecnologias digitais no processo de ensino: Uma revisão sistemática da literatura. Devir Educação, 7(1). https://doi.org/10.30905/rde.v7i1.632 [GS Search]
Velez, A., & Alonso, R. K. (2025). Business simulation games for the development of Decision Making: Systematic review. Education Sciences, 15(2), 168. https://doi.org/10.3390/educsci15020168 [GS Search]
Watson, J. H., & Rockinson-Szapkiw, A. (2021). Predicting preservice teachers' intention to use technology-enabled learning. Computers & Education, 168:104207. https://doi.org/10.1016/j.compedu.2021.104207 [GS Search]
Arquivos adicionais
Published
Como Citar
Issue
Section
Licença
Copyright (c) 2026 Gabriela Cunha de Oliveira Munaretti, Ricardo dos Santos Pereira, Márcio Rodrigues Miranda, Rina Xavier Pereira, Rodrigo Duarte Soliani
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
