Além da lacuna digital: autoeficácia, resiliência e transformação educacional na Ucrânia
DOI:
https://doi.org/10.5902/1984644494020Palavras-chave:
Lacuna digital, Ensino superior, Competência digitalResumo
O estudo investiga a lacuna de alfabetização digital entre professores universitários e estudantes no ensino superior ucraniano, explorando suas dimensões técnicas, psicológicas e institucionais. Uma pesquisa quantitativa transversal envolvendo 580 estudantes e 130 docentes revelou diferenças substanciais em autoeficácia digital, aplicação pedagógica e adaptação emocional à tecnologia. Enquanto os estudantes demonstraram maior competência operacional e adaptabilidade, os docentes apresentaram maior consciência ética, mas menor confiança digital e engajamento em aprendizagem autodirigida. Os resultados destacam que a lacuna digital não é meramente geracional, mas reflete diferenças sistêmicas nas oportunidades de desenvolvimento profissional, no apoio institucional e na resiliência psicológica. Com base em referenciais como o DigCompEdu, a teoria da autoeficácia de Bandura e o conceito de resiliência docente de Gu e Day, o estudo enfatiza a necessidade de desenvolvimento contínuo de capacidades, formação digital específica por área disciplinar e apoio psicossocial. As implicações políticas incluem o alinhamento das estratégias nacionais com os marcos digitais da União Europeia, a promoção da colaboração intergeracional e a incorporação da competência digital na cultura institucional para alcançar uma transformação educacional sustentável e inclusiva.
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