Más allá de la brecha digital: autoeficacia, resiliencia y transformación educativa en Ucrania
DOI:
https://doi.org/10.5902/1984644494020Palabras clave:
Brecha digital, Educación superior, Competencia digitalResumen
El estudio investiga la brecha de alfabetización digital entre profesores universitarios y estudiantes en la educación superior ucraniana, explorando sus dimensiones técnicas, psicológicas e institucionales. Una encuesta cuantitativa transversal realizada a 580 estudiantes y 130 docentes reveló diferencias sustanciales en la autoeficacia digital, la aplicación pedagógica y la adaptación emocional a la tecnología. Mientras que los estudiantes demostraron una mayor competencia operativa y capacidad de adaptación, los docentes mostraron una mayor conciencia ética pero menor confianza digital y participación en el aprendizaje autodirigido. Los hallazgos destacan que la brecha digital no es meramente generacional, sino que refleja diferencias sistémicas en las oportunidades de desarrollo profesional, el apoyo institucional y la resiliencia psicológica. Basándose en marcos como DigCompEdu, la teoría de la autoeficacia de Bandura y el concepto de resiliencia docente de Gu y Day, el estudio subraya la necesidad de una formación continua, capacitación digital específica por disciplinas y apoyo psicosocial. Las implicaciones de política educativa incluyen la alineación de las estrategias nacionales con los marcos digitales de la Unión Europea, la promoción de la colaboración intergeneracional y la integración de la competencia digital en la cultura institucional para lograr una transformación educativa sostenible e inclusiva.
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