Artículos (Didáctica y Organización Educativa)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/43346

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Perspectives on online learning: Advantages and challenges in higher education
(Bastas Publications, 2024) Montenegro Rueda, Marta; Fernández Cerero, José; Fernández Cerero, Daniel; López Meneses, Eloy; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Online learning in higher education has established itself as a key educational strategy that transforms the teaching and learning process in universities. In this context, it is crucial to examine the different effects that this method can generate in order to identify both the opportunities and challenges that teachers face when adopting this modality. The aim of this research is to analyse the perspectives of online learning, focusing on the advantages and challenges it presents in higher education. The information was collected through semi-structured interviews with 47 teachers from the University of Cadiz and the University of Seville. The analysis of the data obtained highlights the benefits that online learning offers, such as flexibility and accessibility, as well as the difficulties related to technical problems and access to technology. The results underline the significant opportunities that online learning offers to improve the educational process, provided that the necessary teacher support and training is available. This study also provides valuable recommendations to guide future teachers and researchers in the effective integration of this method in higher education
Competencias tecnológicas del profesorado de Formación Profesional y Bachillerato para la inclusión de estudiantes con Autismo
(Universidad de Murcia, 2025) Fernández Batanero, José María; Montenegro Rueda, Marta; Fernández Cerero, José; Reyes Rebollo, Miguel María; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
El estudio analiza la formación y el conocimiento tecnológico del profesorado de Bachillerato y Formación Profesional (FP) en el uso de Tecnologías de la Información y la Comunicación (TIC) para apoyar a estudiantes con Trastorno del Espectro Autista (TEA). La investigación destaca la baja competencia digital del profesorado en este ámbito, con diferencias a favor del profesorado de Bachillerato respecto al de FP. Se identifican carencias en la formación en TIC, especialmente en la accesibilidad y la personalización del aprendizaje. Mediante encuestas a 318 docentes en Andalucía, el estudio revela que ni el género ni la titularidad del centro influyen significativamente en la competencia digital, pero sí la edad y la experiencia docente, aunque de manera moderada. La investigación resalta la necesidad de fortalecer la formación docente con programas específicos que optimicen el uso de TIC en la educación inclusiva. Las conclusiones subrayan la importancia de mejorar la capacitación del profesorado para garantizar una enseñanza inclusiva y efectiva, promoviendo programas formativos que reduzcan la brecha digital y favorezcan la integración del alumnado con TEA
University teaching skills in ICT and disability. The case of the Autonomous Community of Madrid
(Springer, 2023) Román Graván, Pedro; Fernández Cerero, José; Montenegro Rueda, Marta; Reyes Rebollo, Miguel María; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
in this information and communication society. This implies developing the necessary competences to provide inclusive education to all students. The purpose of this study was to investigate the opinion of university teachers in the Autonomous Community of Madrid on their training in the use of technologies to support students with disabilities. To carry out this research, a descriptive approach combining both quantitative and qualitative methods was used. The final sample consisted of 106 university teachers (information collected through questionnaires) and 8 professionals from ICT Production Resource Centres and Services for People with Disabilities in the respective universities (information collected through interviews). Two data collection instruments were used: an ad-hoc questionnaire as a data collection instrument, and a semi-structured interview. The results of the study showed that university teachers have a low level of competence in the use of information and communication technologies (ICT) to support students with disabilities. The lack of teacher training negatively affects the inclusion process in university education institutions. Higher education institutions need to promote the training of teachers in the use of technologies to cater for diversity.
Adoption of the Internet of Things in higher education: opportunities and challenges
(Emerald Group Publishing LTD, 2024) Fernández Batanero, José María; Montenegro Rueda, Marta; Fernández Cerero, José; López Menéses, Eloy; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Purpose – The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education. Design/methodology/approach – The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included. Findings – The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers. Originality/value – This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences
Accesibilidad en las instituciones de Educacion Superior
(Dykinson, 2023) Fernández Cerero, José; López Meneses, Eloy; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Experiences and Recommendations for Disability Offices: A Qualitative Study in Italian and Spanish Universities
(Taylor & Francis, 2025) Biagiotti, Gilda; Bellacicco, Rosa; Moriña Díez, Anabel; Tontini, Laura; Didáctica y Organización Educativa; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
This study analyses the experiences of graduates with disabilities in Italy and Spain concerning university disability offices, as well as their recommendations for improvement. Based on semi-structured interviews with 62 graduates (31 Italian and 31 Spanish), three main themes are identified: reasons for engaging in offices, contributions of the supports offered to university success, and recommendations for improvement. The thematic data analysis reveals that most attended disability offices for guidance, emotional support and mediation with faculty members. The study underlines the importance of these offices for both university success and emotional well-being. Recommendations include the need for better staff training and greater visibility of the disability offices. The findings also suggest that universities should tailor their support programmes to the individual needs of students with disabilities while adopting a universal design approach. This involves incorporating their voices in designing policies and practices and fostering closer collaboration with other initiatives for the general student population, both on campus and in the wider community, to create a more inclusive and equitable university environment
Digital competence of special education teachers for the care of students with special needs
(Taylor and Francis Online, 2025) Montenegro Rueda, Marta; Fernández Batanero, José María; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
This study aims to identify special education teachers' level of training and digital knowledge. An ex post facto descriptive research method was used, where the sample consisted of 472 teachers specialised in therapeutic pedagogy. An ad hoc questionnaire was used as a data collection instrument. The results reveal a low level of digital competence of special education teachers regarding the use of technology to support students with special needs, where the level of training was determined by educational or professional factors, but not by personal factors. The conclusions of this study point to the need to improve the digital training experiences of special education teachers to favour the practices and quality of education of students with special needs
Aceptación de ChatGPT en Educación Superior: Actitudes y percepciones del modelo UTAUT2
(REICE, 2026) Cabero Almenara, Julio; Palacios Rodríguez, Antonio de Padua; Llorente Cejudo, María del Carmen; Barroso Osuna, Julio Manuel; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
La incorporación de la inteligencia artificial en el ámbito educativo está transformando los procesos de enseñanza y aprendizaje, generando la necesidad de comprender cómo los estudiantes perciben y aceptan estas nuevas tecnologías. El propósito de este estudio ha sido evaluar la aceptación de ChatGPT entre estudiantes universitarios. La investigación contó con la participación de 254 estudiantes, mayoritariamente entre 18 y 20 años. Mediante una metodología ex post facto, se analizaron las relaciones entre las variables del modelo UTAUT2 para examinar la aceptación de ChatGPT, utilizando un cuestionario basado en Strzelecki y ElArabawy (2024) para recoger datos sobre percepciones y comportamientos. Los resultados muestran que las dimensiones del modelo tienen un impacto significativo en el comportamiento de uso, y que los estudiantes que utilizan ChatGPT con mayor frecuencia tienden a percibirlo como una herramienta más útil y fácil de usar. Estos hallazgos destacan la importancia de promover la integración de la inteligencia artificial en los entornos educativos. No obstante, esta creciente dependencia de herramientas basadas en IA también plantea preguntas críticas sobre los posibles efectos en el desarrollo del pensamiento crítico, la autonomía del estudiante y la equidad en el acceso a la tecnología, abriendo un debate necesario sobre cómo equilibrar la innovación tecnológica con la formación ética y reflexiva en la educación. Se concluye que herramientas como ChatGPT no solo influyen en el ámbito académico, sino que también contribuyen a la transformación social y cultural en la que están inmersas
The Role of Family Members as a Key Factor in University Success of Italian and Spanish Graduates with Disabilities
(Taylor & Francis online, 2025) Biagiotti, Gilda; Moriña Díez, Anabel; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación (MICIN). España; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Although previous research suggests the crucial role of the family in supporting young people with disabilities in accessing and remaining at university, the role of the family in this process has not been fully explored to date. This article analyses the experiences of 18 graduates from Italy and Spain, as well as 21 of their family members. Adopting a narrative methodology, semi-structured and in-depth interviews were conducted. The data were analysed using an inductive category and code system. The study investigated three aspects: types of support provided by families to graduates with disabilities, the importance of family support for university success, and recommendations to other families to support students. The study concludes that the family plays a crucial role in the personal and academic development of people with disabilities. However, it also highlights the need for government policies to support and promote equal access to higher education. Implications for future research are discussed, and recommendations are based on how graduates with disabilities and their families prepare for this transition to higher education, knowing which factors are relevant
Students as evaluators of learning objects in virtual reality: usability and technical and aesthetic valuation
(Grupo de Tecnología Educativa. Universitat de les Illes Balears, 2025) Cabero Almenara, Julio; Llorente Cejudo, María del Carmen; Basilotta Gómez-Pablos, Verónica; Palacios Rodríguez, Antonio de Padua; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación (MICIN). España; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Virtual Reality (VR) is emerging as a key tool in education, transforming both teaching methods and learning experiences. This study examines its impact through an experimental investigation involving 554 university students who interacted with VR-based learning objects. Usability, technical quality, aesthetics, and effectiveness in information acquisition were assessed. The results indicate high usability levels, with scores exceeding those reported in previous studies, as measured by the System Usability Scale (SUS). Version 1 of the VR objects, which included additional elements such as music and stimulus variation, received higher ratings than Version 2, particularly in terms of educational and social utility. While both versions were positively evaluated, Version 1 demonstrated a significantly greater impact on academic performance and student attitudes. Interaction with the VR objects substantially facilitated knowledge acquisition, highlighting the transformative potential of this technology. In conclusion, VR significantly enhances the educational experience and fosters a positive attitude toward learning, thus supporting its integration into academic curricula. These findings endorse the use of VR as an innovative and effective resource to enrich traditional teaching methods
The ethics of Artificial Intelligence in education: towards responsible and inclusive use
(Scielo. Faculdade de Educação da Universidade de São Paulo, 2025) Cabero Almenara, Julio; Barroso Osuna, Julio Manuel; Didáctica y Organización Educativa
This article addresses the relationship between artificial intelligence (AI) and ethics in education, highlighting the need for responsible and inclusive use of this technology. It analyzes how AI, following the emergence of tools such as ChatGPT , is transforming educational processes, from personalized learning to the automation of teaching tasks. However, this technological advancement also entails significant ethical challenges, such as data privacy, equity of access, algorithmic bias, and environmental impact. The article emphasizes the importance of training both students and teachers not only in the technical use of AI, but also in its critical understanding and the adoption of ethical principles that guide its use. To this end, it calls for the establishment of international regulations that regulate this technology, protect human rights, and promote a fair distribution of its benefits. The article emphasizes that the real challenge lies in integrating AI into education in a way that fosters critical thinking, promotes equity, and responds to current and future social needs
Creencias pedagógicas docentes y su aceptación de la inteligencia artificial en la educación superior: un estudio comparativo entre países
(Universidad de Oviedo, 2025) Cabero Almenara, Julio; Guillén Gámez, Francisco D.; Barroso Osuna, Julio Manuel; Palacios Rodríguez, Antonio de Padua; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
Diversas investigaciones han subrayado la relevancia de las creencias docentes en la incorporación de tecnologías en los entornos educativos. En esta investigación, de tipo ex post facto, se analizaron las percepciones de docentes de Ecuador, República Dominicana y Venezuela sobre la adopción de la inteligencia artificial (IA) en la educación, aplicando el modelo UTAUT2 para examinar dimensiones como las expectativas de rendimiento y esfuerzo, la influencia social y la motivación hedonista. La muestra estuvo compuesta por 1175 profesores de diferentes disciplinas y modalidades educativas. Los resultados evidenciaron una aceptación generalizada de la IA, con una alta intención de uso, y señalaron la prevalencia de creencias pedagógicas de carácter constructivista por encima de las cognitivas, lo que sugiere una preferencia por enfoques pedagógicos más interactivos y dinámicos. Estos hallazgos destacan la importancia de las creencias constructivistas en la aceptación y utilización de la IA en el ámbito educativo, sugiriendo que los enfoques cognitivistas podrían limitar la integración de nuevas tecnologías. El estudio resalta la influencia del contexto educativo en la configuración de las creencias pedagógicas y la aceptación tecnológica, y recomienda futuras investigaciones que incorporen métodos cualitativos para lograr una comprensión más profunda de estos fenómenos
Company-university intersections through service-learning (SL): a systematic review
(Frontiers, 2024) Rodríguez Gallego, Margarita R.; Ordóñez Sierra, Rosario; Domene Martos, Soledad Josefa; Rodríguez, Cristina de Cecilia; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
The most relevant intersections in society include the relationship between universities and companies for a projection toward the sustainable employability of future graduates. Among the possible intersections, Service-learning (SL) is an educational proposition that may help university students to develop their personal skills, offering them opportunities to learn and practice civic commitment, improving their sense of social and citizen responsibility, and combining academic and community-service learning in a constructed programme where participants train by working on real needs of the environment to optimize and transform the latter. The development of SL programmes in university departments related to technical areas is posing a challenge to faculty members and students, thus it is important to explore this lack of programmes. The main aim of the present study was to identify SL projects and their topics through a systematic review, following the guidelines of the «Preferred Reporting Items for Systematic Reviews and Meta-Analyses» (PRISMA) declaration in the knowledge areas of Architecture, Computer Science, Environmental Engineering, Software Engineering, Computer Engineering, Artificial Intelligence, and Computer Languages and Systems, from the year 2008 to the year 2023. This review includes 128 articles, which were analyzed with ATLAS. Ti 22. The categorical system employed in this work emerged from the topics of the programmes identified in the selected articles, which were verified by experts in the mentioned fields of knowledge. The agreed categories were: accessibility, learning, social groups, courses, devices, infrastructure, games, environment, landscaping, heritage, software and web. The most relevant conclusions highlight that most of the articles refer to theoretical aspects of SL, showing a lack of data on the practical development of SL programmes and their impact on employability. The largest number of SL programmes are developed in the areas of Architecture, Computer Science and Software Engineering. Regarding the topics that are addressed in research, most of the articles refer to social groups, software, learning and accessibility
Enseñar con Inteligencia Artificial: grado de aceptación de la IA educativa en el ámbito universitario latinoamericano
(Scielo, 2025) Llorente Cejudo, María del Carmen; Barragán Sánchez, Raquel; Palacios Rodríguez, Antonio de Padua; Fernández Scagliusi, Victoria; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación (MICIN). España; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
El notable avance de la IA, especialmente tras la introducción de ChatGPT3 en el ámbito educativo, ha estimulado investigaciones sobre las actitudes, niveles de aceptación, formación disponible y el impacto de las creencias pedagógicas en el uso o rechazo de la IA por parte del alumnado y del profesorado. El objetivo de este estudio es analizar el grado de aceptación de la Inteligencia Artificial Educativa (IAEd) por parte del profesorado, su uso y factores que influyen en dichas decisiones, a través de un diseño de investigación ex post facto, con una muestra de 425 docentes participantes. Entre los resultados más relevantes, se observa una tendencia generalizada entre el profesorado hacia posiciones constructivistas para el desarrollo de acciones formativas con IAEd. Destaca la robustez y consistencia del instrumento de medición utilizado. Los datos indican que el nivel de aceptación de la IAEd por los docentes es muy elevado, y que aquellos con creencias constructivistas muestran una mayor predisposición a integrar estas tecnologías en su práctica docente, en comparación con quienes mantienen orientaciones más tradicionales o transmisivas
Investigación e innovación sobre inclusión e intervención socioeducativa
(Dykinson, 2022) Hervás Gómez, Carlos; Luque de la Rosa, Antonio; Martín Gutiérrez, Ángela; Sevillano Monje, Verónica; Didáctica y Organización Educativa; Teoría e Historia de la Educación y Pedagogía Social; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje; HUM403: Investigación Pedagógica de la Persona
Educators' perspective on YouTube use: an analysis of their digital competences according to the territory and educational stage
(Taylor & Francis, 2025) Colomo Magaña, Ernesto; Cabero Almenara, Julio; Guillén Gámez, Francisco D; Palacios Rodríguez, Antonio de Padua; Didáctica y Organización Educativa; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
This study examines educators' self-perceived digital competences in using YouTube across urban and rural settings and educational stages. The research objectives were to: (1) assess teachers' digital competences in searching, communicating, and creating content on YouTube; (2) compare competences between urban and rural teachers; (3) analyze competences by educational stage; and (4) identify actions to improve digital skills. Using an ex post facto design, data were collected from 2,157 Spanish teachers during the 2022/2023 academic year. Results revealed a medium-high level of digital competence, with urban teachers outperforming rural counterparts. Competences increased with higher educational stages, except for rural VET. Content creation was the most challenging area for both groups. Significant correlations were found between digital competence and actions like video editing and publishing. These findings highlight the need for targeted training, particularly in rural areas, to enhance teachers' digital skills and optimize YouTube's educational potential
Aprendizaje en Realidad Virtual: impacto en la carga cognitiva y el rendimiento del alumnado universitario
(Universidad de Murcia, 2025) Cabero Almenara, Julio; Miravete Gracia, María; Palacios Rodríguez, Antonio de Padua; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación (MICIN). España; HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
La Realidad Virtual (RV) se consolida como una herramienta educativa capaz de mejorar la experiencia de aprendizaje mediante entornos inmersivos. En esta investigación, se explora la efectividad de los objetos de aprendizaje en RV en términos de adquisición de conocimientos, percepción estudiantil y carga cognitiva, participan 132 estudiantes universitarios del Grado en Pedagogía y se emplea un diseño preexperimental pretest-postest, utilizando cuestionarios de elección múltiple y escalas adaptadas para evaluar las dimensiones mencionadas. Se identificaron diferencias significativas entre pretest y postest, indicando una mejora en la adquisición de conocimientos. La carga cognitiva global fue moderada, destacando la carga pertinente como positiva. Estos hallazgos refuerzan la teoría de la carga cognitiva y subrayan la importancia del diseño instruccional en RV. Por tanto, los objetos de aprendizaje en RV, bien diseñados, son herramientas efectivas para facilitar el aprendizaje, aunque es necesario seguir investigando en contextos diversos y con dispositivos inmersivos
Graduates Stories of the University Living Experiences with and without an Autism Diagnosis
(Taylor & Francis, 2025) Mel Olaizola, Lucía Van Der; Moriña Díez, Anabel; Didáctica y Organización Educativa; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
Objective: This article explores the experiences of receiving a late autism diagnosis on university graduates and how having or not having a diagnosis during their university studies influences their university success. Method: This study employed a qualitative methodology, utilising semi-structured interviews and personal written narratives. A total of 23 Spanish autistic graduates participated: 16 with a pre-university diagnosis and 7 with a post-university diagnosis. The analysis was conducted using an inductive category coding system.Results: The results indicate that participants without a diagnosis frequently faced challenges at university, often without understanding the reasons for their difficulties or obtaining specific support, which affected their self-concept and well-being. In contrast, students with a diagnosis, despite encountering obstacles, could access resources such as autism associations or university disability services.Conclusions: Therefore, universities must support students according to their identified needs rather than solely relying on a diagnosis, in favour of a genuinely inclusive model.
Tailored learning paths: faculty training preferences for professional development
(Taylor & Francis, 2025) Marcelo García, Carlos; Yot Domínguez, Carmen Rocío; Marcelo Martínez, Paula; Navarro Granados, María; Didáctica y Organización Educativa; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
The professional development of teachers is essential to improving the quality of university education. This article analyzes the preferences of Spanish university teachers regarding the training activities that contribute to their professional development. The main objective is to identify which activities are most valued by teachers and to analyze whether there are differences based on variables such as age, gender, professional category, and field of knowledge. To conduct this analysis, a questionnaire was designed and answered by 523 teachers from 42 public universities in Spain. The questionnaire includes a wide range of training activities. The data obtained were analyzed using descriptive and inferential statistical techniques, as well as a multiple correspondence factor analysis. The results show a great diversity of training activities perceived as valuable by teachers. Activities such as the creation of teaching materials, reflection on teaching, and dialogue with colleagues about teaching issues are highly valued. Differences were also identified based on the characteristics of the teachers: younger teachers prefer activities related to social networks, while more experienced teachers opt for those involving management and organization. We conclude that teacher professional development is not a uniform process, but rather varies according to each teacher's needs and preferences. Educational institutions should adapt their training programs to these differences, promoting a balance between autonomy, collaboration, and teacher reflection to foster effective learning in educators
Actitudes docentes sobre el aprendizaje móvil en Educación Secundaria
(Universidad de Granada, 2025) Marte Marte, Dilenia A; Yot Domínguez, Carmen Rocío; Marcelo García, Carlos; Didáctica y Organización Educativa; HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
El aprendizaje móvil ha comenzado a ocupar un espacio importante en el campo de la educación, siendo la actitud del docente un factor determinante para su implementación en el proceso de enseñanza aprendizaje. En este contexto, el objetivo del estudio fue comprender las actitudes de los docentes de educación secundaria sobre el aprendizaje móvil, así como los factores personales, formativos y contextuales que influyen en su disposición para integrarlo en el aula. Se aplicó un enfoque mixto, que combinó un diseño cuantitativo de tipo survey con un diseño cualitativo de carácter fenomenológico. Para este fin, se elaboró un cuestionario que fue respondido por 354 profesores de secundaria de la República Dominicana. Se realizaron entrevistas semiestructuradas a tres grupos seleccionados de 7 docentes cada uno, clasificados según su nivel de uso de los Actitudes docentes sobre el aprendizaje móvil en educación secundaria dispositivos móviles con fines educativos (alto, medio y bajo). Los docentes presentan actitudes mayormente favorables hacia el uso de dispositivos móviles en el aula, aunque estas varían según factores contextuales. Los resultados evidencian el impacto de la capacitación, la edad y el apoyo tecnológico recibido en la actitud de los docentes hacia el uso de estas tecnologías. Se concluye que, dada la prevalencia de adultos jóvenes en la fuerza laboral y su conexión con la aceptación de dispositivos móviles en la educación, es importante promover una cultura de adaptación tecnológica desde los primeros años de formación docente. Además, es esencial seguir invirtiendo en capacitaciones y personal que ofrezca soporte para mantener al profesorado actualizado con herramientas tecnológicas innovadoras

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