Transforming teaching practices through digital pedagogy

Abstract

This research article describes how teaching practices have been transformed through the integration of digital pedagogy, with an emphasis on experiences to understand how higher education teachers have faced technological challenges in educational settings, identifying resistance, progress, and strategies they have encountered in their process of updating and adapting to technology. The research has a mixed approach, combining qualitative methods with a phenomenological design and quantitative methods with a descriptive design. The research instruments used were a questionnaire with closed questions through a survey to learn about different ways of integrating Information and Communication Technologies (ICT) used by teachers to support the educational process and a guide of open questions applied to a focus group. The focus group questions were focused on gathering experiences, challenges, reflections, and recommendations. It is concluded that digital pedagogy has become a key tool for revitalizing teaching processes, combining active methodologies such as the flipped classroom and gamification. Despite technological and connectivity limitations, teachers show remarkable pedagogical resilience, implementing creative strategies to maintain educational continuity.