The Lack of Educational Policies for the Benefit of Technological Implementation in Pedagogy at a Peruvian Public University
DOI:
https://doi.org/10.24197/st.1.2025.138-153Keywords:
Educational policies, teachers, pedagogy, technological, digitalAbstract
In Peru, public universities face technological limitations that affect education in the digital age. This research analyzes technological-digital competencies at a public university in Apurímac, a region with low connectivity and limited teacher training. A hypothetical-deductive approach was used, collecting data from students and teachers (2018-2022) through probabilistic sampling. The results highlight deficiencies in connectivity and technological training, restricting the use of digital tools in pedagogy. Descriptive analysis of the variables reveals the need to strengthen digital competencies in rural educational contexts, concluding with strategies to improve these critical skills.Downloads
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