In the highly competitive business world, job market demands have changed significantly in the last few years. Graduates from higher education institutions are required to possess technical and essential competencies. Faculty should move from traditional to innovative teaching-learning schemes to achieve these competencies and align with the 2030 Agenda that promotes quality education among the Sustainable Development Goals (SDGs). This study aims to identify the strategies used in faculty development in Latin America, focusing on Science, Technology, Engineering, and Mathematics (STEM) education. This study presents a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the Scopus database in the post-pandemic period from 2020 to 2024. A total of 1,352 documents were initially identified, of which 13 were selected based on the predefined inclusion criteria. These studies have addressed different approaches to faculty development through faculty training, active-learning methodologies, digital transformation in education, and teacher self-efficacy in STEM disciplines across Latin American universities. The results show that the current state of faculty development in Latin America is fragmented but is gradually evolving towards competency-based training models, digital integration, active-learning methodologies, sustainability and inclusive education for students with disabilities. Despite advancements, institutional challenges, lack of standardized training programs, and unequal access to resources remain barriers to effective faculty development in STEM education. Future research should focus on measuring the long-term impact of faculty development, considering the needs of students and the scalability of mentorship programs across Latin American institutions.

Keywords: HEI, Sustainability, SDG 4, competences, innovative learning, professional development.