Evaluación de la Competencia Digital y la Innovación en el Aula del Profesorado de Química en el Estado de Osun, Nigeria
DOI:
https://doi.org/10.25749/sis.45070Palabras clave:
competencias digitales, innovación en el aula, profesorado de química, tecnologías digitalesResumen
El estudio evalúa la competencia digital del profesorado de Química y su capacidad para implementar prácticas innovadoras en el aula. El estudio adoptó un diseño de investigación descriptivo basado en cuestionario. Participaron 165 profesores de Química. Los resultados reflejan el nivel promedio de competencia digital e innovación en el aula entre el profesorado de Química, a la vez que se observó una fuerte relación entre la integración de herramientas digitales y la innovación en el aula. Los resultados resaltan la necesidad de implementar programas de educación digital para el profesorado en formación con el fin de que adquiera competencia digital antes de comenzar su carrera profesional, así como formación profesional digital para el profesorado de Química en activo. Esto exige un compromiso consciente con las políticas de integración de herramientas y tecnologías digitales en la educación, tanto en Nigeria como en el estado de Osun, para garantizar que el profesorado esté mejor equipado con las habilidades digitales modernas y las mejores prácticas para impulsar cambios de paradigma sostenibles en el ámbito educativo del país.
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