Digital Technologies for Young Entrepreneurs in Latin America

A Systematic Review of Educational Innovations (2018–2024)

Bibliographic Data

ID16901367
AuthorsPedro Manuel Silva León (0000-0002-1507-9706), Luís Edgardo Cruz Salinas (0000-0002-3856-3146), Gary Christiam Farfán Chilicaus (0000-0003-3776-8163), Gabriela Lizeth Castro Ijiri (0000-0003-2818-7666), Lisseth Katherine Chuquitucto Cotrina (0000-0002-8785-0934), Flor Delicia Heredia Llatas (0000-0001-6260-9960), Emma Veronica Ramos Farroñan (0000-0003-1755-7967), Celin Pérez Nájera (0000-0002-8964-6427)
Year2025
Volume14
Issue9
Pages537
Publication date2025-09-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci14090537
LanguageEN
Citations received1
References cited61

This systematic review based on PRISMA presents an analysis of 74 studies, conducted between 1889 and 2024, on the issue of digital technologies for the development of entrepreneurial skills of young people, with a focus on Latin America. The original review combines 44 regional and 30 international studies, examining mobile platforms, e-commerce, artificial intelligence, and immersive technologies. The results present a paradigm of innovation through constraint, with all successful adaptations driven by infrastructural limitations. As case studies, Latin American contexts have demonstrated the effectiveness of mobile technology and microlearning comparable to costly immersive technologies, completely contradicting deficit narratives. Seventy-eight percent of regional studies adhere systematically to the Sustainable Development Goals (SDGs 4, 8, 10), illustrating an inclusive approach to technological development that values social impact over technical sophistication. Triangulation bibliometrics confirm the institutionalization of three research traditions—techno-deterministic, constructivist, and critical—with a focus on innovation–digital transformation–technological entrepreneurship. Studies show that contexts traditionally considered “limited” generate innovations with potential for reverse transfer to developed economies. The implementation gap between research and practice reflects systemic tensions between academic frameworks and contextual complexities. This will motivate fundamental justifications for implementing educational policies in ways that support contextual diversity as a strategic strength, fostering the sustainable development of youth entrepreneurial skills in the digital age

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