Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia
This article presents the results of a mixed-methods study conducted in rural schools in Zapatoca, Colombia, characterized by structural vulnerability and persistent limitations in connectivity, infrastructure, and teacher training regarding information and communication technologies (ICTs). Our res...
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3467 |
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| author | Serrano-Ardila, Luis Baena-Navarro, Rubén Carriazo-Regino, Yulieth |
| author_browse | Baena-Navarro, Rubén Carriazo-Regino, Yulieth Serrano-Ardila, Luis |
| author_facet | Serrano-Ardila, Luis Baena-Navarro, Rubén Carriazo-Regino, Yulieth |
| author_sort | Serrano-Ardila, Luis |
| collection | OJS- Educación y Ciudad |
| description | This article presents the results of a mixed-methods study conducted in rural schools in Zapatoca, Colombia, characterized by structural vulnerability and persistent limitations in connectivity, infrastructure, and teacher training regarding information and communication technologies (ICTs). Our research aimed to understand the impact of the pedagogical use of ICTs in strengthening environmental learning and its relationship with students’ participation within the framework school-based sustainability initiatives. A holopraxic approach was adopted, integrating quantitative and qualitative techniques, including Likert-scale surveys administered to 163 students, as well as interviews, focus groups, and participatory observation with 13 teachers. The analysis combined descriptive and correlational statistics with principal component techniques and open and axial coding supported by specialized software. The findings show that 88.3% of students positively valued ICTs as a means to investigate environmental issues, while 62.4% reported increased involvement in sustainability projects. An 18.5% improvement in average academic performance was also observed, alongside the emergence of three differentiated clusters of technological appropriation. Overall, the results indicate that a contextualized and culturally grounded integration of ICTs promotes meaningful learning, strengthens ecological awareness, and advances educational inclusion, underscoring the need to adapt technopedagogical strategies to the sociotechnological profiles of rural students in order to enhance their transformative potential. |
| first_indexed | 2026-02-24T16:00:41Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3467 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:41Z |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-34672026-01-22T20:49:16Z Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia Educación ambiental mediada por las TIC: transformación pedagógica en escuelas rurales vulnerables de Colombia Serrano-Ardila, Luis Baena-Navarro, Rubén Carriazo-Regino, Yulieth educación rural sostenibilidad aprendizaje ambiental inclusión educativa alfabetización digital pedagogía crítica TICs rural education sustainability environmental learning educational inclusion digital literacy critical pedagogy ICTs This article presents the results of a mixed-methods study conducted in rural schools in Zapatoca, Colombia, characterized by structural vulnerability and persistent limitations in connectivity, infrastructure, and teacher training regarding information and communication technologies (ICTs). Our research aimed to understand the impact of the pedagogical use of ICTs in strengthening environmental learning and its relationship with students’ participation within the framework school-based sustainability initiatives. A holopraxic approach was adopted, integrating quantitative and qualitative techniques, including Likert-scale surveys administered to 163 students, as well as interviews, focus groups, and participatory observation with 13 teachers. The analysis combined descriptive and correlational statistics with principal component techniques and open and axial coding supported by specialized software. The findings show that 88.3% of students positively valued ICTs as a means to investigate environmental issues, while 62.4% reported increased involvement in sustainability projects. An 18.5% improvement in average academic performance was also observed, alongside the emergence of three differentiated clusters of technological appropriation. Overall, the results indicate that a contextualized and culturally grounded integration of ICTs promotes meaningful learning, strengthens ecological awareness, and advances educational inclusion, underscoring the need to adapt technopedagogical strategies to the sociotechnological profiles of rural students in order to enhance their transformative potential. Este artículo presenta los resultados de una investigación mixta realizada en instituciones rurales de Zapatoca, Colombia, marcadas por vulnerabilidad estructural y limitaciones en conectividad, infraestructura y formación docente en materia de tecnologías de la información y la comunicación (TIC). Nuestro estudio buscó comprender el impacto del uso pedagógico de las TIC en el fortalecimiento del aprendizaje ambiental y su relación con la participación estudiantil en proyectos de sostenibilidad escolar. Se aplicó un enfoque holopráxico que integró métodos cuantitativos y cualitativos, con encuestas tipo Likert aplicadas a 163 estudiantes, además de entrevistas, grupos focales y observación participativa con 13 docentes. El análisis combinó estadísticos descriptivos y correlacionales con componentes principales y codificación abierta y axial mediante software especializado. Los resultados muestran que el 88.3 % del estudiantado valoró positivamente las TIC para investigar temas ambientales, mientras que el 62.4 % reportó mayor involucramiento en iniciativas de sostenibilidad. También se evidenció un incremento del 18.5 % en el rendimiento académico medio y la conformación de tres clústeres diferenciados de apropiación tecnológica. En conjunto, los hallazgos indican que la integración contextualizada y culturalmente situada de las TIC favorece el aprendizaje significativo, fortalece la conciencia ecológica y promueve la inclusión educativa, lo que exige adaptar las estrategias tecnopedagógicas a los perfiles sociotecnológicos del estudiantado rural. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2026-01-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3467 10.36737/01230425.3467 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3467 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3467 Educación y Ciudad; Núm. 50 (2025): Temática libre (enero-junio); e3467 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3467/2561 Derechos de autor 2026 Luis Serrano-Ardila, Rubén Baena-Navarro, Yulieth Carriazo-Regino https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | educación rural sostenibilidad aprendizaje ambiental inclusión educativa alfabetización digital pedagogía crítica TICs rural education sustainability environmental learning educational inclusion digital literacy critical pedagogy ICTs Serrano-Ardila, Luis Baena-Navarro, Rubén Carriazo-Regino, Yulieth Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title | Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title_alt | Educación ambiental mediada por las TIC: transformación pedagógica en escuelas rurales vulnerables de Colombia |
| title_full | Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title_fullStr | Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title_full_unstemmed | Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title_short | Environmental Education Mediated by ICTs: Pedagogical Transformation in Vulnerable Rural Schools in Colombia |
| title_sort | environmental education mediated by icts pedagogical transformation in vulnerable rural schools in colombia |
| topic | educación rural sostenibilidad aprendizaje ambiental inclusión educativa alfabetización digital pedagogía crítica TICs rural education sustainability environmental learning educational inclusion digital literacy critical pedagogy ICTs |
| topic_facet | educación rural sostenibilidad aprendizaje ambiental inclusión educativa alfabetización digital pedagogía crítica TICs rural education sustainability environmental learning educational inclusion digital literacy critical pedagogy ICTs |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3467 |
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