Palabras clave
Competencias digitales docentes
transformación educativa
disrupción
tecnológica
innovación pedagógica
educación digital
transformación educativa
disrupción
tecnológica
innovación pedagógica
educación digital
Cómo citar
Tumbaco Reyes, A., Montenegro Orrala, G., Rocha Haro, B., & Roca Quirumbay, E. (2024). Desarrollo y evaluación de competencias digitales docentes para la transformación educativa en la era de la disrupción tecnológica. Conocimiento Global, 9(3), 361-374. https://doi.org/10.70165/cglobal.v9i3.523
Resumen
La transformación educativa en la era digital requiere docentes con competencias avanzadas para liderar innovaciones en la enseñanza. Este estudio evalúa y desarrolla competencias digitales docentes, considerando tecnologías emergentes como inteligencia artificial, metaverso, automatización y Web3, que están redefiniendo las metodologías pedagógicas. Se adopta un enfoque descriptivo y longitudinal, recolectando datos antes y después de una intervención formativa mediante encuestas, entrevistas y pruebas de desempeño, midiendo la alfabetización digital y el uso de herramientas emergentes en la práctica docente. Los resultados identifican brechas en la formación y oportunidades de mejora a través de estrategias de capacitación continua y metodologías innovadoras. Se propone un marco de referencia alineado con estándares internacionales para fortalecer la enseñanza híbrida, la educación inmersiva y el aprendizaje adaptativo. Este estudio aporta al diseño de políticas educativas que optimicen la integración tecnológica en el aula, promoviendo un ecosistema de enseñanza dinámico, inclusivo y eficiente.
Citas
Adu, E. O., & Zondo, S. S. (2024). Enhancing teachers’ digital skills in teaching of economics in south african secondary schools. International Journal of Educational Research Open, 6. https://doi.org/10.1016/j.ijedro.2023.100310
Ait Baha, T., El Hajji, M., Es-Saady, Y., & Fadili, H. (2024). The impact of educational chatbot on student learning experience. Education and Information Technologies, 29(8). https://doi.org/10.1007/s10639-023-12166-w
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010088
Almufarreh, A., & Arshad, M. (2023). Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges. In Sustainability (Switzerland) (Vol. 15, Issue 8). https://doi.org/10.3390/su15086917
Ayala-Carabajo, R., & Llerena-Izquierdo, J. (2024). Bibliometric Review on a Hybrid Learning Model with VLEs from a Higher Education Context. Lecture Notes in Networks and Systems, 871 LNNS. https://doi.org/10.1007/978-3-031-52090-7_15
Beardsley, M., Albó, L., Aragón, P., & Hernández-Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4). https://doi.org/10.1111/bjet.13101
Beatriz Zempoalteca Durán, Juan González Martínez, & Teresa Guzmán Flores. (2023). Teachers’ digital competencies for mediation in hybrid learning environments. SCIELO. https://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S1665-61802023000100102&lng=es&nrm=iso&tlng=en
Bender, S. M. (2024). Awareness of Artificial Intelligence as an Essential Digital Literacy: ChatGPT and Gen-AI in the Classroom. Changing English: Studies in Culture and Education, 31(2). https://doi.org/10.1080/1358684X.2024.2309995
Botero-Gómez, V., Ruiz-Herrera, L. G., Valencia-Arias, A., Oré León, J. A., & Verde Flores, L. (2024). Perspectives on the use of virtual tools among university teachers in the context of an emerging economy. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2317249
Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2024). The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs. Education and Information Technologies, 29(2). https://doi.org/10.1007/s10639-023-11801-w
Carlos Rodríguez-Hoyos, Gutiérrez, A. F., & Artime, I. H. (2021). The digital skills of teachers for innovating in university teaching. Pixel-Bit, Revista de Medios y Educacion, 61. https://doi.org/10.12795/PIXELBIT.86305
De Paulo Moura, K. M. (2019). Systematic review on digital literacy in teacher training. In Texto Livre (Vol. 12, Issue 3). https://doi.org/10.17851/1983-3652.12.3.128-143
Deroncele-Acosta, A., Rojas-Vistorte, A. O., Sartor-Harada, A., Ulloa-Guerra, O., López-Mustelier, R., & Cruzata-Martínez, A. (2024). Positive mental health of Latin American university professors: A scientific framework for intervention and improvement. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24813
Díaz, B., Nussbaum, M., Greiff, S., & Santana, M. (2024). The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading? Computers and Education, 213. https://doi.org/10.1016/j.compedu.2024.105014
Domingo-Coscollola, M., Bosco, A., Segovia, S. C., & Valero, J. A. S. (2020). Fostering teacher’s digital competence at university: The perception of students and teachers. Revista de Investigacion Educativa, 38(1). https://doi.org/10.6018/rie.340551
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The Influence of Emerging Technologies on Distance Education. In Electronics (Switzerland) (Vol. 12, Issue 7). https://doi.org/10.3390/electronics12071550
Guerra-Reyes, F., Naranjo-Toro, M., Basantes-Andrade, A., Guerra-Davila, E., & Benavides-Piedra, A. (2023). COVID-19, Didactic Practices, and Representations Assumed by Preservice Teachers at Universidad Técnica del Norte-Ecuador. Sustainability (Switzerland) , 15(6). https://doi.org/10.3390/su15064770
Hasan, M., Khan, S. H., & Clement, C. K. (2015). Emerging Trends of Using Open Source Technology for Sustainable Teacher Training Programme in Bangladesh. Procedia - Social and Behavioral Sciences, 195. https://doi.org/10.1016/j.sbspro.2015.06.365
Henne, A., Möhrke, P., Thoms, L. J., & Huwer, J. (2022). Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050356
Jamil, S., & Muschert, G. (2024). The COVID-19 Pandemic and E-Learning: The Digital Divide and Educational Crises in Pakistan’s Universities. American Behavioral Scientist, 68(9). https://doi.org/10.1177/00027642231156779
Jorge Luis Galíndez Pérez. (2024). Uso de la Inteligencia Artificial y el Metaverso: Optimización de estrategias para la aplicación de la Nuevas Tecnologías en diversas áreas del conocimiento. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=9260982
Jorge-Vázquez, J., Náñez Alonso, S. L., Fierro Saltos, W. R., & Pacheco Mendoza, S. (2021). Assessment of digital competencies of university faculty and their conditioning factors: Case study in a technological adoption context. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100637
Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66. https://doi.org/10.1016/j.tate.2017.05.006
Krupzcaya Judith Guapulema Ocampo, Paula Anahí Alvarado Guapulema, Mauricio Giovanny Proaño del Castillo, & Katherine Ivanova Peñaloza Camacho. (2024). The digital divide in ecuadorian education: post-pandemic challenges. Revista Latinoamericana de Ciencias Sociales y Humanidades. https://latam.redilat.org/index.php/lt/article/view/2907
López, M., Herrera, M., & Apolo, D. (2021). Quality education and pandemic: Challenges, experiences and proposals from students in teacher training in ecuador. Texto Livre, 14(2). https://doi.org/10.35699/1983-3652.2021.33991
Lopez-Chila, R., Arteaga-Sotomayor, J., Caballero-Barros, E., & Llerena-Izquierdo, J. (2023). An e-learning evaluation method with the effectiveness of the questionnaire tool in the VLEs. EDUNINE 2023 - 7th IEEE World Engineering Education Conference: Reimaging Engineering - Toward the Next Generation of Engineering Education, Merging Technologies in a Connected World, Proceedings. https://doi.org/10.1109/EDUNINE57531.2023.10102811
Madaev, S. M., Turluev, R. R., & Batchaeva, Z. B. (2023). Robotics and Automation in Education. SHS Web of Conferences, 172. https://doi.org/10.1051/shsconf/202317201012
Mbhiza, H. W., Masilo, M., Jojo, Z., & Machaba, F. (2022). Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers’ Collaborative Autoethnographic Experiences. In Mathematics Education in Africa: The Fourth Industrial Revolution. https://doi.org/10.1007/978-3-031-13927-7_10
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1). https://doi.org/10.1007/s40692-022-00257-5
Pabon, J. F., Aizaga, M., Recalde, H., & Toasa, R. M. (2023). Review on the impact of artificial intelligence and its application in Ecuador. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2023(Special Issue E55).
Perifanou, M., Economides, A. A., & Nikou, S. A. (2023). Teachers’ Views on Integrating Augmented Reality in Education: Needs, Opportunities, Challenges and Recommendations. Future Internet, 15(1). https://doi.org/10.3390/fi15010020
Pita, Y. N., Laz, E. M. S., Chavez, O. E. B., & Garcia, R. H. (2020). Digital Tools as the Main Alternative in Ecuadorian Higher Education in Times of Pandemic. ESTUDIOS DEL DESARROLLO SOCIAL-CUBA Y AMERICA LATINA, 8.
Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher training can make a difference: tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22). https://doi.org/10.3390/ijerph17228633
Renés-Arellano, P., Aguaded, I., & Jose Hernández-Serrano, M. (2021). The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training. In Teacher Education in the 21st Century - Emerging Skills for a Changing World. https://doi.org/10.5772/intechopen.97804
Rogelio Larico Hanco. (2024). IMPACTO DE LA INTELIGENCIA ARTIFICIAL GENERATIVA CHATGPT EN LA ENSEÑANZA UNIVERSITARIA. Preprints Scielo. https://preprints.scielo.org/index.php/scielo/preprint/view/9332/version/9867
Seiradakis, E. V. (2024). INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES. European Journal of Special Education Research, 10(1). https://doi.org/10.46827/ejse.v10i1.5151
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2023). Digital Technologies and the Automation of Education — Key Questions and Concerns. In Postdigital Science and Education (Vol. 5, Issue 1). https://doi.org/10.1007/s42438-021-00263-3
Shu, X., & Gu, X. (2023). An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students. Systems, 11(2). https://doi.org/10.3390/systems11020075
Silva Díaz, F., Carrillo Rosúa, J., Fernández Ferrer, G., Marfil Carmona, R., & Narváez, R. (2024). Assessment of immersive technologies and STEM focus in initial teacher training. RIED-Revista Iberoamericana de Educacion a Distancia, 27(1). https://doi.org/10.5944/ried.27.1.37688
Silva-Díaz, F., Marfil-Carmona, R., Narváez, R., Silva Fuentes, A., & Carrillo-Rosúa, J. (2023). Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course. Education Sciences, 13(10). https://doi.org/10.3390/educsci13101044
Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation. Education and Information Technologies, 29(2). https://doi.org/10.1007/s10639-023-11891-6
Sutikno, T., & Aisyahrani, A. I. B. (2023). Non-fungible tokens, decentralized autonomous organizations, Web 3.0, and the metaverse in education: From university to metaversity. Journal of Education and Learning, 17(1). https://doi.org/10.11591/edulearn.v17i1.20657
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25(1). https://doi.org/10.1007/s10639-019-09980-6
Villalonga-Gomez, C., Ortega-Fernandez, E., & Borau-Boira, E. (2023). Fifteen Years of Metaverse in Higher Education: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 16(6). https://doi.org/10.1109/TLT.2023.3302382
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. In Computers and Education: Artificial Intelligence (Vol. 2). https://doi.org/10.1016/j.caeai.2021.100025
Zhao, Z., & Wu, W. (2022). The Effect of Virtual Reality Technology in Cross-Cultural Teaching and Training of Drones. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13312 LNCS. https://doi.org/10.1007/978-3-031-06047-2_10
Ait Baha, T., El Hajji, M., Es-Saady, Y., & Fadili, H. (2024). The impact of educational chatbot on student learning experience. Education and Information Technologies, 29(8). https://doi.org/10.1007/s10639-023-12166-w
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010088
Almufarreh, A., & Arshad, M. (2023). Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges. In Sustainability (Switzerland) (Vol. 15, Issue 8). https://doi.org/10.3390/su15086917
Ayala-Carabajo, R., & Llerena-Izquierdo, J. (2024). Bibliometric Review on a Hybrid Learning Model with VLEs from a Higher Education Context. Lecture Notes in Networks and Systems, 871 LNNS. https://doi.org/10.1007/978-3-031-52090-7_15
Beardsley, M., Albó, L., Aragón, P., & Hernández-Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4). https://doi.org/10.1111/bjet.13101
Beatriz Zempoalteca Durán, Juan González Martínez, & Teresa Guzmán Flores. (2023). Teachers’ digital competencies for mediation in hybrid learning environments. SCIELO. https://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S1665-61802023000100102&lng=es&nrm=iso&tlng=en
Bender, S. M. (2024). Awareness of Artificial Intelligence as an Essential Digital Literacy: ChatGPT and Gen-AI in the Classroom. Changing English: Studies in Culture and Education, 31(2). https://doi.org/10.1080/1358684X.2024.2309995
Botero-Gómez, V., Ruiz-Herrera, L. G., Valencia-Arias, A., Oré León, J. A., & Verde Flores, L. (2024). Perspectives on the use of virtual tools among university teachers in the context of an emerging economy. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2317249
Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2024). The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs. Education and Information Technologies, 29(2). https://doi.org/10.1007/s10639-023-11801-w
Carlos Rodríguez-Hoyos, Gutiérrez, A. F., & Artime, I. H. (2021). The digital skills of teachers for innovating in university teaching. Pixel-Bit, Revista de Medios y Educacion, 61. https://doi.org/10.12795/PIXELBIT.86305
De Paulo Moura, K. M. (2019). Systematic review on digital literacy in teacher training. In Texto Livre (Vol. 12, Issue 3). https://doi.org/10.17851/1983-3652.12.3.128-143
Deroncele-Acosta, A., Rojas-Vistorte, A. O., Sartor-Harada, A., Ulloa-Guerra, O., López-Mustelier, R., & Cruzata-Martínez, A. (2024). Positive mental health of Latin American university professors: A scientific framework for intervention and improvement. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24813
Díaz, B., Nussbaum, M., Greiff, S., & Santana, M. (2024). The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading? Computers and Education, 213. https://doi.org/10.1016/j.compedu.2024.105014
Domingo-Coscollola, M., Bosco, A., Segovia, S. C., & Valero, J. A. S. (2020). Fostering teacher’s digital competence at university: The perception of students and teachers. Revista de Investigacion Educativa, 38(1). https://doi.org/10.6018/rie.340551
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The Influence of Emerging Technologies on Distance Education. In Electronics (Switzerland) (Vol. 12, Issue 7). https://doi.org/10.3390/electronics12071550
Guerra-Reyes, F., Naranjo-Toro, M., Basantes-Andrade, A., Guerra-Davila, E., & Benavides-Piedra, A. (2023). COVID-19, Didactic Practices, and Representations Assumed by Preservice Teachers at Universidad Técnica del Norte-Ecuador. Sustainability (Switzerland) , 15(6). https://doi.org/10.3390/su15064770
Hasan, M., Khan, S. H., & Clement, C. K. (2015). Emerging Trends of Using Open Source Technology for Sustainable Teacher Training Programme in Bangladesh. Procedia - Social and Behavioral Sciences, 195. https://doi.org/10.1016/j.sbspro.2015.06.365
Henne, A., Möhrke, P., Thoms, L. J., & Huwer, J. (2022). Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050356
Jamil, S., & Muschert, G. (2024). The COVID-19 Pandemic and E-Learning: The Digital Divide and Educational Crises in Pakistan’s Universities. American Behavioral Scientist, 68(9). https://doi.org/10.1177/00027642231156779
Jorge Luis Galíndez Pérez. (2024). Uso de la Inteligencia Artificial y el Metaverso: Optimización de estrategias para la aplicación de la Nuevas Tecnologías en diversas áreas del conocimiento. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=9260982
Jorge-Vázquez, J., Náñez Alonso, S. L., Fierro Saltos, W. R., & Pacheco Mendoza, S. (2021). Assessment of digital competencies of university faculty and their conditioning factors: Case study in a technological adoption context. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100637
Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66. https://doi.org/10.1016/j.tate.2017.05.006
Krupzcaya Judith Guapulema Ocampo, Paula Anahí Alvarado Guapulema, Mauricio Giovanny Proaño del Castillo, & Katherine Ivanova Peñaloza Camacho. (2024). The digital divide in ecuadorian education: post-pandemic challenges. Revista Latinoamericana de Ciencias Sociales y Humanidades. https://latam.redilat.org/index.php/lt/article/view/2907
López, M., Herrera, M., & Apolo, D. (2021). Quality education and pandemic: Challenges, experiences and proposals from students in teacher training in ecuador. Texto Livre, 14(2). https://doi.org/10.35699/1983-3652.2021.33991
Lopez-Chila, R., Arteaga-Sotomayor, J., Caballero-Barros, E., & Llerena-Izquierdo, J. (2023). An e-learning evaluation method with the effectiveness of the questionnaire tool in the VLEs. EDUNINE 2023 - 7th IEEE World Engineering Education Conference: Reimaging Engineering - Toward the Next Generation of Engineering Education, Merging Technologies in a Connected World, Proceedings. https://doi.org/10.1109/EDUNINE57531.2023.10102811
Madaev, S. M., Turluev, R. R., & Batchaeva, Z. B. (2023). Robotics and Automation in Education. SHS Web of Conferences, 172. https://doi.org/10.1051/shsconf/202317201012
Mbhiza, H. W., Masilo, M., Jojo, Z., & Machaba, F. (2022). Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers’ Collaborative Autoethnographic Experiences. In Mathematics Education in Africa: The Fourth Industrial Revolution. https://doi.org/10.1007/978-3-031-13927-7_10
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1). https://doi.org/10.1007/s40692-022-00257-5
Pabon, J. F., Aizaga, M., Recalde, H., & Toasa, R. M. (2023). Review on the impact of artificial intelligence and its application in Ecuador. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2023(Special Issue E55).
Perifanou, M., Economides, A. A., & Nikou, S. A. (2023). Teachers’ Views on Integrating Augmented Reality in Education: Needs, Opportunities, Challenges and Recommendations. Future Internet, 15(1). https://doi.org/10.3390/fi15010020
Pita, Y. N., Laz, E. M. S., Chavez, O. E. B., & Garcia, R. H. (2020). Digital Tools as the Main Alternative in Ecuadorian Higher Education in Times of Pandemic. ESTUDIOS DEL DESARROLLO SOCIAL-CUBA Y AMERICA LATINA, 8.
Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher training can make a difference: tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22). https://doi.org/10.3390/ijerph17228633
Renés-Arellano, P., Aguaded, I., & Jose Hernández-Serrano, M. (2021). The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training. In Teacher Education in the 21st Century - Emerging Skills for a Changing World. https://doi.org/10.5772/intechopen.97804
Rogelio Larico Hanco. (2024). IMPACTO DE LA INTELIGENCIA ARTIFICIAL GENERATIVA CHATGPT EN LA ENSEÑANZA UNIVERSITARIA. Preprints Scielo. https://preprints.scielo.org/index.php/scielo/preprint/view/9332/version/9867
Seiradakis, E. V. (2024). INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES. European Journal of Special Education Research, 10(1). https://doi.org/10.46827/ejse.v10i1.5151
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2023). Digital Technologies and the Automation of Education — Key Questions and Concerns. In Postdigital Science and Education (Vol. 5, Issue 1). https://doi.org/10.1007/s42438-021-00263-3
Shu, X., & Gu, X. (2023). An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students. Systems, 11(2). https://doi.org/10.3390/systems11020075
Silva Díaz, F., Carrillo Rosúa, J., Fernández Ferrer, G., Marfil Carmona, R., & Narváez, R. (2024). Assessment of immersive technologies and STEM focus in initial teacher training. RIED-Revista Iberoamericana de Educacion a Distancia, 27(1). https://doi.org/10.5944/ried.27.1.37688
Silva-Díaz, F., Marfil-Carmona, R., Narváez, R., Silva Fuentes, A., & Carrillo-Rosúa, J. (2023). Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course. Education Sciences, 13(10). https://doi.org/10.3390/educsci13101044
Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation. Education and Information Technologies, 29(2). https://doi.org/10.1007/s10639-023-11891-6
Sutikno, T., & Aisyahrani, A. I. B. (2023). Non-fungible tokens, decentralized autonomous organizations, Web 3.0, and the metaverse in education: From university to metaversity. Journal of Education and Learning, 17(1). https://doi.org/10.11591/edulearn.v17i1.20657
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25(1). https://doi.org/10.1007/s10639-019-09980-6
Villalonga-Gomez, C., Ortega-Fernandez, E., & Borau-Boira, E. (2023). Fifteen Years of Metaverse in Higher Education: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 16(6). https://doi.org/10.1109/TLT.2023.3302382
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. In Computers and Education: Artificial Intelligence (Vol. 2). https://doi.org/10.1016/j.caeai.2021.100025
Zhao, Z., & Wu, W. (2022). The Effect of Virtual Reality Technology in Cross-Cultural Teaching and Training of Drones. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 13312 LNCS. https://doi.org/10.1007/978-3-031-06047-2_10
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