Pedagogical support strategy for the development of digital competencies among Dominican Social Studies teachers
DOI:
https://doi.org/10.62452/nw0v6b72Keywords:
Pedagogical support, digital competencies, Social Studies, Teacher training, educational strategyAbstract
The integration of digital technologies in education requires teachers with strong digital competencies. However, epistemic gaps remain in the articulation of pedagogical support as a situated training strategy for developing these competencies, particularly in Social Studies. For this reason, a pedagogical support strategy was designed and validated to develop digital competencies in Social Studies teachers of the Second Cycle of Secondary Education in the Dominican Republic. This study employed a mixed-methods approach within applied research using a pre-experimental design. Twenty teachers from three schools in District 18-01 of Neyba participated. Surveys, observation guides, and document analysis were applied. The strategy was structured in four stages and validated by expert criteria. The theoretical validation reached an 85% rating of "Very Adequate." Implementation showed positive progress, with the indicator for selecting and using digital tools decreasing from 45% to 15% at the basic level; the design of digital activities improved from 55% to 20% at the basic level; and critical digital evaluation, though with less progress, reduced the basic level from 65% to 30%. Thus, the strategy demonstrated relevance and effectiveness in strengthening teachers' digital competencies, confirming that situated, collaborative, and systematic support constitutes a key mechanism for transforming pedagogical practice in Social Studies.
Downloads
References
Acosta-Servín, S., Veytia-Bucheli, M. G., & Cáceres-Mesa, M. L. (2025). Innovar en la práctica docente: Desarrollo de competencias digitales en la licenciatura. Sophia Editions.
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Barroso-Osuna, J., & Palacios-Rodríguez, A. (2023). Digital teaching competence according to the DigCompEdu framework: Comparative study in different Latin American universities. Journal of New Approaches in Educational Research, 12(2), 276–291. https://doi.org/10.7821/naer.2023.7.1452
García-Pinilla, J. I., Pineda-Miranda, B. A., Rodríguez-Jiménez, O. R., & Nicholls-Rodríguez, D. (2023). Desarrollo de competencias tecnológicas en docentes utilizando un modelo de diseño instruccional. Educación y Educadores, 26(1), e2613. https://doi.org/10.5294/edu.2023.26.1.3
Jandette-Castillo, N. M., & Ruiz-Maturano, E. S. (2024). El aprendizaje automático con el uso de las Tecnologías de la Información y las Comunicaciones. Sophia Research Review, 1(1), 15–19. https://doi.org/10.64092/hxw9g912
Lave, J., & Wenger, E. (2012). Situated learning: Legitimate peripheral participation. Cambridge University Press.
León Naranjo, J. (2024). El modelo Conocimiento Tecnológico Pedagógico y de Contenido (TPACK): Una estrategia para potenciar las competencias digitales de los docentes. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(4), 2079–2094. https://doi.org/10.56712/latam.v5i4.2395
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2024). Informe GEM 2024/5: Liderazgo en la educación: Liderar para aprender. Global Education Monitoring Report Team. https://doi.org/10.54676/MFOK4449
Peña Cuevas, S., De León, R., García Ruiz, J., & Bardina Torres, M. I. (2026). Pedagogical support in the development of digital skills for teachers in the Dominican Republic. Roca, 22(4), 59–75. https://revistas.udg.co.cu/index.php/roca/article/view/5928
Taveras Sánchez, B. Y., & López Yáñez, J. (2022). El acompañamiento pedagógico en República Dominicana: Perspectivas de docentes y acompañantes. Revista Mexicana de Investigación Educativa, 27(95), 1193–1224. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662022000401193
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65, 555–575. https://doi.org/10.1007/s11423-016-9481-2
Valdez Reyes, A. (2025). Estrategia para el desarrollo de competencias digitales en los docentes. UCE Ciencia. Revista de Postgrado, 13(3). https://uceciencia.edu.do/index.php/OJS/article/view/449
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Silvio Peña-Cuevas (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Metropolitana de Ciencias Aplicadas (REMCA), agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
