Generativity and Teacher Engagement in the Digital Society: A Systematic Review of Psychosocial and Institutional Dimensions

The generativity emerges as a construct closely linked to teaching, becoming a protective factor for teacher well-being and engagement. However, studies on the relationship between generativity and teacher engagement are still incipient. Objective: To analyze the relationship between the development of generativity and work engagement among teachers within the framework of a digital society. Method: A systematic review was conducted under PRISMA guidelines, encompassing empirical articles published up to 2025, that addressed the relationship between generativity and teacher work engagement. A total of 6,664 records were identified through database searching. After duplicate removal, 6,539 records were screened by title and abstract, of which 6,419 were excluded. The remaining 120 full-text articles were assessed for eligibility, and six studies met the inclusion criteria and were included in the review. Results: The analysis of the research included in this systematic review indicates that there are factors that influence the potentially generative development of teachers, manifested in three dimensions: a) Personal dimension; b) Organizational dimension; and c) teaching transformations in the digital society. Discussion: Teacher generativity emerges as a relevant, though still underestimated, psychosocial resource for understanding work engagement, the construction of teacher identity, and the revaluation of teaching in the digital society. Likewise, teacher generativity is linked to reflective competencies such as emotional intelligence, autonomy, and resilience, enabling teachers to cope with scenarios of uncertainty and innovation. While the digital dimension remains underexplored, generative dispositions may equip teachers to navigate technological change. This gap highlights an urgent need for research on generativity and engagement in the digital era.