Abstract
The aim of this research was to determine the impact of the architecture of digital technologies in university teacher training as a catalyst for change and educational innovation. Methodologically, it is framed in a quantitative approach with a pre-experimental design and an explanatory level, with a sample of 269 teachers out of a total population of 450 at the university. The results show a significant impact of the architecture of digital technologies as a catalyst for change in university teacher training, with an increase of 22.88% from pre-test to post-test. The statistical significance of the results is supported by a P-value of 0.000, which means that it is less than the established significance level (α = 0.05), leading to the acceptance of hypothesis H1: The architecture of digital technologies as a catalyst for change in university teacher education has an impact. In conclusion, the architecture of digital technologies, consisting of the two academic pillar systems: the academic management system and the virtual learning system, contribute to the development of digital skills in key areas such as digital literacy, communication and collaboration, digital content creation and problem solving in virtual environments.