AIDA-TIC: A methodological framework for integrating digital technologies into inclusive and flexible learning pathways in higher education
DOI:
https://doi.org/10.21556/edutec.2025.93.4063Keywords:
digital technologies, flexible learning pathways, educational inclusion, teaching digital competence, higher educationAbstract
This study analyses faculty adoption of digital technologies for designing flexible learning pathways in higher education, emphasizing personalized learning and educational inclusion. The hypothesis is that although faculty members perceive digital technologies positively, such perception does not translate into transformative pedagogical practices due to structural, training, and institutional constraints. Using a mixed-methods approach, a structured questionnaire was administered to 77 instructors at the Universidad Autónoma del Estado de Hidalgo. The instrument explored technological perceptions, digital competence, institutional conditions, and inclusive practices. Results indicate frequent use of conventional digital tools, but low integration of technologies for accessibility and personalized learning, along with significant gaps between perceived value and actual teaching competence. As a strategic response, the AIDA-TIC device (Alignment, Induction, Development, and Accompaniment) is proposed to coordinate institutional policy, situated training, and sustained pedagogical support. The study concludes that socially meaningful educational transformation requires integrated actions that empower faculty as central agents in building inclusive and flexible higher education models.
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