Pedagogical integration of digital tools and its relationship with the educational process of higher education students
DOI:
https://doi.org/10.70577/asce.v5i2.958Keywords:
digital tools; higher education; learning; digital pedagogy; educational technologiesAbstract
The incorporation of digital tools in higher education has transformed teaching and learning processes, but their impact depends on how they are pedagogically integrated. This study analyzed this influence on students of Early Childhood Education at the Technical University Luis Vargas Torres of Esmeraldas, using a mixed-methods convergent design. The quantitative phase applied a Likert questionnaire to 100 students, organized into dimensions: pedagogical mediation, knowledge construction, academic interaction, autonomy, reflection, and competency development. The qualitative phase included interviews with teachers and classroom observations. The results show a moderate assessment across all dimensions (M ≈ 3.8), indicating that digital tools mainly contribute to functional aspects such as learning organization, communication, and student participation. However, their impact on complex cognitive processes (critical reflection, autonomy, deep knowledge construction) is limited and heterogeneous. It is concluded that the integration of digital tools is situated at a functional level, in an intermediate stage of development, where their transformative potential depends on the teacher's pedagogical mediation, instructional design, and institutional conditions. Therefore, the need to strengthen teacher training and promote a more intentional and reflective integration of technology in higher education is highlighted.
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Copyright (c) 2026 Orfilia Jessenia Pérez Pérez, Erika Iveth Barcia Cedeño, Alberto Renato Tambaco Quintero
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