This article discusses whether it is possible to use technology to train democratic values. The response presented is developed through a story detailing institutional experiences in educational innovation. After a literature review on the subject, to identify proposals within various instructional design models, a suitable model was selected and the elements within it that facilitate the design of an educational platform aimed at training children in the values of democracy, participation and peaceful coexistence were identified. It concludes with the adoption of Jonassen’s model, which proposes a critical use of technology in educational tasks. Finally, a reflection on the relationship between education, technology and society is offered.

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

The purpose of this article was to determine the association of the level of smartphone addiction with working memory in university students and fluid intelligence in high school graduates. For this purpose, initial measurements were made with an adaptation of the smartphone addiction scale to measure the former, with complex scope tasks for working memory and with Raven’s progressive matrices for fluid intelligence. For this purpose, a descriptive and cross-sectional study was implemented in three groups of Mexican institutions that receive a public subsidy. The sample consisted of 154 participants in total: 65 high school and 89 university students. The average age of high school students was 15.9 years, while the average age of university students was 20.9 years. Of the participants in general, 23% perceived themselves to be addicted, with the most prevalent symptoms tolerance and withdrawal syndrome, and the least prevalent being disregard for the consequences. The results indicate that there was no association between perceived addiction and working memory capacity or fluid intelligence. These findings lead to the development of new studies to determine other harmful effects on the daily lives of Mexican adolescents and young adults.

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration.

The objective of this work is to explore the categories, criteria and indicators necessary to evaluate the quality of the educational programs and the instructional design of their courses on e-learning. This is, with the intention of generating indicators and/or instruments for quality assurance and its evaluation that serve intrinsic purposes to the instructional design, to the operation of the courses object of the design and the educational programs in this modality, as well as to administrative purposes in higher education institutions. For this, different models are examined, and the context of the official Mexican evaluation models is reviewed. Finally, recommendations are integrated according to the situation of Higher Education Institutions in Mexico.

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

The aim of this research was to explore the possibility of conforming types of students, as well as to identify a possible relationship between the educational trajectory and the self-perception of both cognitive and technical skills. The research design was quantitative, transectional correlational. The analysis followed the structural equation model, hierarchical conglomerates and K-means, as well as a Chi-square hypothesis test. The information was collected from 191 university students, and the results showed three types of students that we called: analytical thinkers, progressing learners and technological innovators in addition to identifying a relationship between semester and cognitive skills as techniques. The studies that showed types of students based on cognitive and technical skills are rare and not very conclusive, although they focus on exploring different variables. This study was the first to address skills a priori of self-perceived cognitive and technical skills, as well as a description of the student environment based on different types for the possible application of multimodal courses, in addition to providing a key variable in high and positive self-perception: the semester.

The rapid development of information and communication technologies (ICT) has opened new possibilities for teaching and assessment practices in higher education, including computerbased assessment (CBA). Since the effective development of this depends on student acceptance, the present study analyzed the constructs that affect the intention to use CBA through the computer-based assessment acceptance model (CBAAM) at a private university in Mexico. The methodology was quantitative and divided into two phases: 1) application of an assessment with multiple-choice questions with automatic grading, and 2) testing of the measurement and structural model of the CBAAM instrument with 84 first-semester engineering students. The results indicate that playful perception has a direct effect on the use of CBA, while facilitating conditions, computer self-efficacy, perceived ease of use, goal expectation, social influence, and content only have indirect effects. The acceptance model studied explains approximately 47% of the variation in the intention to use. It is recommended to investigate other variables that affect the purpose of use and to apply the model in other contexts for further confirmation.

The objective of the research was to identify the perspectives of university students on the use of information, communication and knowledge and digital learning technologies (TICCAD) in the post-pandemic by teachers. It is a qualitative study with a phenomenological approach, 41 students from two universities participated in four focus groups through a semi-structured interview with eight questions. The results showed that the main TICCAD used by teachers to identify prior knowledge, process information, develop integrative projects, work collaboratively, undertake, reflect on achievements and provide feedback are: Canva, Google Drive, Kahoot!, Moodle and Google Docs. In addition, students recommend that teachers receive training and an open attitude towards the use of new tools. As limitations, the importance of conducting a greater number of focus groups with students from related careers, to obtain more information, was highlighted. Furthermore, due to the few studies on the topic in the post-pandemic, the research is an important contribution to the integration of ICTCAD in educational processes. It is concluded that technological tools are valuable support in the teaching-learning process, since they facilitate access to information, exploration and discovery of knowledge, to enrich the educational experience.

The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico.

During the covid-19 pandemic, distance education witnessed a surge in credibility, popularity, and advantages; however, this change disproportionately impacted vulnerable groups: the low-income population, the disabled, indigenous groups and children of migrants. While research in basic education has been conducted, information regarding online learning experiences of female university students is limited, especially in relation to gender. Therefore, the present study surveyed 1 206 female undergraduate students from rural and urban contexts to analyze their experiences in distance classes during confinement. Significant differences were found according to context, with women from urban settings valuing the design of assignments and strategies, and instructional design, while those from rural contexts demanded greater attention from their tutors. In both cases, participants lacked prior experience with online courses and suitable learning environments. In conclusion, these disparities warrant further investigation and targeted measures to bridge the gender gap in distance education