Pedagogical integration of digital skills in hybrid university contexts
DOI:
https://doi.org/10.65598/rps.6099Keywords:
Digital teaching skills, Hybrid teaching, Pedagogical innovation, Continuing development, Educational technologyAbstract
This study analyzed the integration of digital skills in hybrid university teaching based on the experience of Peruvian teachers from private institutions. It took a qualitative approach, using a hermeneutic design with semi-structured interviews with eight teachers with more than a decade of professional experience. The analysis was carried out using inductive and deductive coding with Atlas. Ti, considering five categories derived from the Common Framework for Digital Competence in Teaching. The results showed that digital skills promote information literacy, pedagogical communication, the creation of interactive content, and formative assessment in hybrid environments; however, gaps were identified in teacher training and in the pedagogical articulation of technology use. In conclusion, teacher training in ICT should be oriented toward a model of continuous professional development that integrates technical, pedagogical, and reflective dimensions to consolidate a sustainable digital culture.
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