Percepción Docente sobre Recursos Educativos Digitales y Enseñanza-Aprendizaje de Estudiantes con Discapacidad en El Carmen
Year: 2026
Type: article
Study design: Observational Study
Abstract: Justification: The availability of digital educational resources does not guarantee the inclusion of students with disabilities, particularly when these resources lack pedagogical adaptations and technological accessibility. Objective: To determine the relationship between teachers' perceptions of the use of digital educational resources and the teaching-learning process of students with disabilities in three urban educational institutions in El Carmen, Manabí. Methodology: A quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope was conducted. A Likert-scale questionnaire, validated through expert judgment, was administered to 157 teachers selected through non-probability convenience sampling. Descriptive statistics and Spearman's correlation coefficient were used. Results: Pedagogical quality and innovation received the highest mean rating (3.61 out of 5), while technological accessibility received the lowest (3.02), with 38.5% of teachers rating it at a low level. The dimensions of digital educational resources showed very strong, positive, and statistically significant correlations with perceived academic performance and educational inclusion (Spearman's rho ranging from 0.978 to 0.991; p < 0.001), leading to the acceptance of the research hypotheses. Conclusion: According to teachers' perceptions, greater accessibility and pedagogical quality of digital resources were associated with better learning conditions and educational inclusion. These findings reflect perceived associations rather than causal effects.
Source: Erevna Research Reports
DOI: 10.70171/9gzda606
Institution: Universidad Laica Eloy Alfaro de Manabí
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W7224100232