Higher education teachers are steadily challenged to adopt and use information and communication technologies (ICT) during their everyday tasks. Moreover, interplay between teaching and research demands creation and configuration of new learning environments to overcome a technology-focused approach and provide a more significant, enhanced teaching experience. Therefore it is reasonable for them to include collaborative and autonomous components as a learning strategy to simplify the acquisition of knowledge from a hands-on experience based on students’ interests. The methodology used in this work involved a literature review with a focus on analyzing the interpretation of several basic texts, the categorization and analysis of the teaching skills from a constructivist perspective within the ICT framework, allowing for a development of autonomous and collaborative education. Thus, the conclusions of this analysis point to a regular teachers’ training as one of the most important components of an action plan toward the successful implementation of teaching strategies that encourage an active involvement of students under teacher`s guide, whose main role is to stimulate the activation of the students’ metacognitive abilities and attitudes.