Joshua Guillermo Gómez Dávila
This study analyzes the epistemological transition in university mathematics teaching under the PAH Continuum model (Pedagogy–Andragogy–Heutagogy), with a specific focus on the STEM axis in Venezuela and its academic diaspora in Colombia, Ecuador, Chile, and Peru. The general objective is to theoretically ground the transition from guided instruction to self-determined learning, mediated by digital transformation. Methodologically, the research is framed within a qualitative, documentary-hermeneutic approach, employing critical content analysis and a systematic review of indexed literature. Preliminary findings suggest that the forced migration of professionals in the field of mathematics has led to a reconfiguration of learning environments, where heutagogy emerges not only as a didactic option but also as a strategy for cognitive and professional resilience in the era of data analytics. It is concluded that the maturity of students in the exact sciences within the region requires an educational architecture that transcends the mere transmission of algorithms in order to foster the creation of new knowledge within global digital environments.