Student perceptions of faculty use of digital pedagogical strategies at an ecuadorian university
DOI:
https://doi.org/10.63688/170jym39Keywords:
digital pedagogical strategies, student perception, higher education, virtual platforms, digital assessmentAbstract
This study described university students’ perceptions of faculty use of digital pedagogical strategies at the Faculty of Education Sciences of the Universidad Técnica Luis Vargas Torres de Esmeraldas (UTELVT), Ecuador, during 2026. A quantitative, non-experimental, descriptive, cross-sectional design was used, with a sample of 238 students obtained through non-probability convenience sampling. A 28-item questionnaire on a five-point Likert scale (1 = Never, 5 = Always) was applied, organized into four dimensions: use of LMS platforms, digital assessment, interactive multimedia resources, and asynchronous and synchronous communication. The instrument was validated through expert judgment by two reviewers, who rated its content validity as valid and High. Results show a perceived moderate level of faculty use of digital pedagogical strategies (M = 3.49; SD = 1.17), with stronger perceived consolidation in digital communication (M = 3.64) and LMS platforms (M = 3.59), and lags in digital assessment (M = 3.32) and interactive multimedia resources (M = 3.42). These findings are consistent with prior Latin American research on educational digitalization, which reports uneven technological integration concentrated on content distribution and communication, with less development in formative assessment. It is concluded that, from students’ perspective, the Faculty is at an intermediate stage of pedagogical digital integration, a favorable foundation for institutional teacher-training programs in digital competencies.
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Copyright (c) 2026 Joseline Kristhine Benalcázar Aveiga, Danny Meliton Meza Arguello, Evelyn Pamela Jácome Lliguilema, Jerry Hernán Junco Aguaiza, Iveth Karina Ugsha Cuyo (Autor/a)
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