Estrategia de acompañamiento pedagógico sobre desarrollo de competencias digitales en docentes dominicanos de Ciencias Sociales
Year: 2026
Type: article
Abstract: The integration of digital technologies in education requires teachers with strong digital competencies. However, epistemic gaps remain in the articulation of pedagogical support as a situated training strategy for developing these competencies, particularly in Social Studies. For this reason, a pedagogical support strategy was designed and validated to develop digital competencies in Social Studies teachers of the Second Cycle of Secondary Education in the Dominican Republic. This study employed a mixed-methods approach within applied research using a pre-experimental design. Twenty teachers from three schools in District 18-01 of Neyba participated. Surveys, observation guides, and document analysis were applied. The strategy was structured in four stages and validated by expert criteria. The theoretical validation reached an 85% rating of "Very Adequate." Implementation showed positive progress, with the indicator for selecting and using digital tools decreasing from 45% to 15% at the basic level; the design of digital activities improved from 55% to 20% at the basic level; and critical digital evaluation, though with less progress, reduced the basic level from 65% to 30%. Thus, the strategy demonstrated relevance and effectiveness in strengthening teachers' digital competencies, confirming that situated, collaborative, and systematic support constitutes a key mechanism for transforming pedagogical practice in Social Studies.
DOI: 10.62452/nw0v6b72
Author: Silvio Peña-Cuevas
Institution: Universidad Tecnológica del Sur
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7224970669