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Digital teaching skills and pedagogical strategies with ICT in Dominican secondary education

Author

Listed:
  • Henry Méndez

    (Universidad Católica del Cibao (UCATECI), República Dominicana)

  • Elsi Jiménez

    (Instituto Tecnológico de Santo Domingo. Universidad Católica del Cibao, República Dominicana)

Abstract

The integration of information and communication technologies (ICTs) in education has been driven by various public policies. However, a gap persists between technological availability and its pedagogical use. This study analyzes the relationship between teachers' digital competencies and the implementation of ICT-mediated pedagogical strategies in Dominican secondary education. A quantitative approach was used, with a non-experimental, cross-sectional, and correlational design. Participants included 287 teachers and 358 students from the second cycle of secondary education in Regional Education District 08. Structured questionnaires validated by experts were administered, and the data were analyzed using descriptive and inferential statistics (Pearson's r). Teachers reported a high level of self-perception of their digital competencies, especially in the use of technological tools. Nevertheless, the integration of ICTs in key pedagogical processes such as assessment and feedback was limited. A positive and significant correlation (r = 0.684, p

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Handle: RePEc:cvp:pedagi:v:4:y:2025:i:2:id:130
DOI: 10.69821/constellations.v4i2.130
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