Influencia de las tecnologías digitales en las prácticas de lectura y escritura de estudiantes de educación secundaria

Strengthening private universities in Panama requires examining the alignment between their institutional development, educational models, and outcomes generated for society. This study analyzed the evolution, educational model, and academic and social contribution of the Universidad Metropolitana de Educación, Ciencia y Tecnología de Panamá. An integrative literature review was conducted using a qualitative approach, a non-experimental documentary design, and an exploratory-descriptive scope. Scientific articles, theses, reports, resolutions, institutional policies, and documents issued by national and international organizations were reviewed; the information was organized into analytical categories and interpreted through a narrative thematic synthesis. The findings revealed a process of consolidation supported by legal authorization, accreditation, and institutional reaccreditation, together with the adoption of the neo-cyberhumanist model, which seeks to integrate humanistic education, active learning, and technology. Policies related to quality assurance, research, innovation, digital transformation, and social engagement were also identified. Nevertheless, institutional documentation predominates, while external evaluations, longitudinal indicators, and empirical evidence regarding learning outcomes, scientific productivity, and territorial impact remain limited. It is concluded that the university has a coherent regulatory framework and a differentiated academic identity, although its future contribution will depend on transforming its policies into public, comparable, inclusive, and sustainable outcomes.