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In the different countries of the world, there are many challenges that the educational sector has been facing in the face of the new knowledge society and the conjunctural factors such as the pandemic, the world socioeconomic context and the vertiginous advance of technology. Implicit among these challenges is pedagogical innovation, derived from compliance with the educational policies in force in a given country. However, it can be evidenced that there are no significant changes, but only in the initial approaches or in the use of ICT, seeing them as the only possibilities, which in many cases are not accompanied by transcendental changes, because learning strategies and teacher training are absent, which should constitute the central axis for educational transformation in society based on the educational pillars, knowing, doing, emphasizing the management of personal and collective improvement in the different aspects.