Digital Transformation and the Social Sciences in Dominican Secondary Education: Multi-level Challenges and a Path to Improvement

Introduction: This study examined the digital transformation in social science education from a sociocritical and multiscale (macro–meso–micro) perspective, emphasizing tensions between access, equity, and pedagogical change. Methods: A scoping review was conducted using qualitative synthesis and thematic analysis. The primary sources consulted were Dialnet, Redalyc, and SciELO, prioritizing publications from 2022–2026. A total of 68 records were identified, 24 were reviewed in full text, and 16 documents were included in the synthesis: 10 studies and 6 contextual documents (connectivity, digital policy, and curriculum). Results: It was found that the significant gap between access and connectivity, along with socioeconomic inequalities, limited the viability of sustained digital practices. At the school level, a disconnect was evident between administrative digitization and pedagogical transformation due to a lack of localized support and institutional sustainability. In the classroom, the use of traditional teaching methods predominated, and relative weakness was observed in ICT-mediated assessment, despite motivational effects. Conclusions: It was concluded that digital transformation depended on structural conditions, institutional capacities, and authentic assessment. An improvement model (MTD-CS) was proposed, focused on assessable teaching sequences, support, and equity.