Educational technologies and pedagogical innovations in operations management education: A systematic review

Jose Alejandro Cano; Rodrigo Andrés Gómez-Montoya; Pablo Cortés

doi:10.30935/cedtech/18272

Jose Alejandro Cano ¹ ^* , Rodrigo Andrés Gómez-Montoya ², Pablo Cortés ³

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CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep646

https://doi.org/10.30935/cedtech/18272

Submitted: 12 September 2025, Published Online: 30 March 2026

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Abstract

Educational technologies are reshaping how operations management (OM) is taught in business education, shifting from lecture-based instruction to interactive, technology-enhanced learning. This systematic review analyzes 101 peer-reviewed studies published between 2000 and 2025, following the PRISMA protocol, to examine innovations in OM education across curriculum design, pedagogical approaches, technological tools, and industry-academia partnerships. Results show a growing reliance on blended and hybrid models supported by learning platforms, where simulations, ERP systems, and VR/AR foster experiential and immersive learning. Pedagogical strategies such as problem-based learning, case methods, and project-based approaches gain effectiveness when combined with digital tools that provide real-time feedback, collaboration, and authentic data-driven contexts. The literature also emphasizes aligning OM curricula with industry needs through analytics, sustainability, and digital transformation competencies, ensuring graduates are prepared for technology-intensive and sustainability-driven workplaces. To integrate these dimensions, this review introduces a SIPOC-based framework and a teaching-technology heatmap, conceptualizing OM education as a system innovation. This perspective highlights how curriculum content, pedagogical strategies, and digital technologies interact to generate transversal competencies in analytics, strategy, risk management, and Industry 4.0/5.0. The review contributes to management and educational technology research by mapping how innovations can be systematically embedded into OM courses, while identifying challenges and opportunities for future curriculum design and digital pedagogy.

Keywords: operations management education, educational technology, curriculum design, simulations, pedagogical approaches, emerging technologies

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Citation

Cano, J. A., Gómez-Montoya, R. A., & Cortés, P. (2026). Educational technologies and pedagogical innovations in operations management education: A systematic review. Contemporary Educational Technology, 18(2), Article ep646. https://doi.org/10.30935/cedtech/18272

Cano, J. A., Gómez-Montoya, R. A., and Cortés, P. (2026). Educational technologies and pedagogical innovations in operations management education: A systematic review. Contemporary Educational Technology, 18(2), ep646. https://doi.org/10.30935/cedtech/18272

Cano JA, Gómez-Montoya RA, Cortés P. Educational technologies and pedagogical innovations in operations management education: A systematic review. CONT ED TECHNOLOGY. 2026;18(2), ep646. https://doi.org/10.30935/cedtech/18272

Cano, Jose Alejandro, Rodrigo Andrés Gómez-Montoya, and Pablo Cortés. "Educational technologies and pedagogical innovations in operations management education: A systematic review". Contemporary Educational Technology 2026 18 no. 2 (2026): ep646. https://doi.org/10.30935/cedtech/18272

Cano, Jose Alejandro et al. "Educational technologies and pedagogical innovations in operations management education: A systematic review". Contemporary Educational Technology, vol. 18, no. 2, 2026, ep646. https://doi.org/10.30935/cedtech/18272

Cano JA, Gómez-Montoya RA, Cortés P. Educational technologies and pedagogical innovations in operations management education: A systematic review. CONT ED TECHNOLOGY. 2026;18(2):ep646. https://doi.org/10.30935/cedtech/18272