The university professor as a mediator of knowledge in digital environments
DOI:
https://doi.org/10.62452/q0g83d59Keywords:
Teacher mediation, artificial intelligence, digital environments, digital skills, autonomous learningAbstract
This article addresses the importance of the role of university professors as mediators of knowledge in digital environments, highlighting that technological transformation and digitalization have profoundly changed higher education, requiring professors to transcend the role of information transmitters to guide, contextualize, and facilitate meaningful, critical, and autonomous learning. The central objective of the study is to analyze the competencies, functions, and challenges of professors in the mediation of digital knowledge, identifying the pedagogical and technological strategies necessary for effective and inclusive learning. To this end, a qualitative and descriptive methodology is employed based on a systematic review of academic literature updated between 2020 and 2025, integrating research findings, teacher competency frameworks, and international studies on higher education, hybrid learning, and digital mediation. Among the findings and conclusions, it is emphasized that effective teacher mediation requires digital competencies, the ability to design interactive experiences, critical use of tools such as artificial intelligence and learning analytics, as well as the promotion of student autonomy, collaboration, and critical literacy. Mediation also involves an ethical and global dimension, ensuring equity, inclusion, and relevance of learning in diverse contexts. Consequently, university professors establish themselves as learning facilitators, curators of information, and designers of transformative educational experiences. Their ongoing training and ability to adapt pedagogical strategies to a digital, globalized, and ever-changing world are essential.
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