Teacher training and the use of virtual environments in teaching and learning contexts at an Argentine public university. An exploratory study

Abstract

This paper analyzes training on and the use of digital technologies at university teaching, highlighting challenges in Argentine higher education. The study, developed in a public university with a large student population, focused on post-pandemic university virtualization and pedagogical concerns over technical aspects of ICT. An ad hoc survey was applied, obtaining 385 responses analyzed by descriptive statistics, multivariate and qualitative content analysis. The results revealed diversity of pedagogical interests, innovation and virtual tools usage. Accessibility, dedication, and specific integration of digital technology in teaching were emphasized as key concerns. Divergent opinions were found on the relationship between technology and inequality, as well as teacher-student communication. The identified clusters showed diversity in usage, opinions, and interests about ICT in higher education. The Argentine public university faces post-pandemic challenges in incorporation/expansion of technologies amid defunding. Therefore, the need for support and dialogue between teachers and managers is emphasized to promote student inclusion and retention. It is concluded that open and discussed training spaces promote innovation and inclusion.