New Perspectives in Science Education
Alternative Competencies and Skills for Technology Adoption through the Design of New Educational Spaces and Strategies
Édgar Giovanni Rodríguez Cuberos, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Juan Villegas Gutierrez, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Bibian Villamizar Pérez, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Lilia Venegas Siatama, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Andrea Serrano Castro, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Luz Serna Palacios, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Abstract
Today, the transformation of technology education is relevant to everyone; however, what is required is not merely education focused on the instrumental use of technology, but rather on its critical development. Stemming from research aimed at identifying factors related to the adoption and use of technologies across various educational contexts in the country, this approach focuses on pinpointing symbolic, pedagogical, and cultural factors that may influence the adoption, use, or implementation of educational technologies. In this regard, the research finds that—despite the existence of public policies and guidelines for improving physical infrastructure, implementing strategies, and adopting emerging technologies—it is essential to cultivate foundational skills. We have termed these "core innovative competencies for technology use" (design thinking, critical intuition, collaborative empathy, and question design). It is proposed, therefore, that these competencies are fundamental to critical appropriation and innovation within educational processes; however, they require mechanisms for cross-curricular integration, as current curricula remain largely conventional. Furthermore, the study reveals significant contradictions (Rodríguez Cuberos, 2024) between improvements in access, equity, teacher qualifications, and connectivity, on the one hand, and the actual transformations needed to distinguish mere technological consumption from an approach that enables the creation and design of technologies, strategies, and technology-based solutions within the country.
Keywords: Educational strategies, Learning Spaces, Skills and technologies
REFERENCES
[1] Rodríguez Cuberos, E. G. (2024). Diseño de Ambientes de Aprendizaje (DAA) como Praxis Investigativa Educativa Multidisciplinar. Revista De Divulgación Shimmering Words: Research and Pedagogy E-Journal, 13(1), 9-21. https://revistas.santototunja.edu.co/index.php/shimmering/article/view/3007
[2] Santamaría, J. (2025). Innovar no es Digitalizar: Desafíos Reales de la Educación Tecnológica. Revista Crítica con Ciencia. e-ISSN: 2958-9495/ Vol. 3 Número. 6 Julio/Diciembre.
[3] Singh, A. (2025). Learning Beyond the Classroom: Technology, Informal Education, and the Future of Pedagogy. IJSAT, Volume 16, Issue 3, July-September.
