Construcción del significado pedagógico de ciudadanía digital: una revisión sistemática

Autores/as

DOI:

https://doi.org/10.56162/transdigital164

Palabras clave:

ciudadanía digital, competencia digital, significado pedagógico

Resumen

Las estructuras sociales en los ecosistemas educativos digitales se modifican para adaptarse a las nuevas formas de interacción. La formación de ciudadanos digitales responsables recae en gran medida en los actores educativos, principalmente en los profesores, quienes enfrentan el desafío de movilizar pedagógicamente el significado de la ciudadanía digital hacia los espacios de convivencia y aprendizaje de sus estudiantes. Esta revisión sistemática tuvo como objetivo establecer un estado del conocimiento de la construcción del significado pedagógico de la ciudadanía digital en profesores. La temporalidad de la revisión fue del año 2011 a 2022. Se consultaron las bases de datos Francis & Taylor, EBSCO, ERIC, y SemanticScholar. El estudio utilizó el Preferred Reporting Items for Systematic Reviews and Meta-Analyses. La identificación de literatura relevante dio como resultado el análisis de 39 artículos. Los hallazgos sugieren que el estudio del significado pedagógico de la ciudadanía digital es escaso y que la tendencia actual de las investigaciones aborda, principalmente, el nivel de conocimiento y la percepción de la ciudadanía digital entre profesores de educación media y superior. La comprensión del significado pedagógico de la ciudadanía digital se podría ampliar a medida que más investigaciones aborden el fenómeno y expandir el horizonte de aprendizajes para la convivencia pacífica y productividad en los ecosistemas digitales.

Citas

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2023-02-28

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González Llanes, F. M. (2023). Construcción del significado pedagógico de ciudadanía digital: una revisión sistemática. Transdigital, 4(7), 1–23. https://doi.org/10.56162/transdigital164

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