Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

https://doi.org/10.62574/rmpi.v5i3.406

Perceptions of school community stakeholders on digital narratives in the educational

context

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el

contexto educativo

Claudia Patricia Ruiz-Merlano

Ruizc470@gmail.com

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá,

Provincia de Panamá, Panamá

https://orcid.org/0000-0003-3970-2600

ABSTRACT

Digital transformation has deeply permeated contemporary educational spaces. Thus, the

research objective is to analyse the perceptions of school community actors on digital narratives

in the educational context. Qualitative research with an interpretive phenomenological approach

analysed the perceptions of school community actors on digital narratives in the educational

context. It was carried out in two educational institutions in Montería, Córdoba, Colombia.

Teachers reported gaps between conceptual knowledge and practical application; students

showed high technical familiarity but limited understanding of the pedagogical potential; parents

expressed ambivalence between educational recognition and technological concerns; and

administrators had a decisive influence on the configuration of institutional environments.

Perceptions are mediated by digital skills, previous experiences, pedagogical beliefs, and

contextual factors. The results suggest a need for specialised teacher training, critical digital

literacy for students, and differentiated strategies for the effective implementation of digital

narratives.

Descriptors: short stories; electronic media; learning processes. (Source: UNESCO

Thesaurus).

RESUMEN

La transformación digital ha permeado profundamente los espacios educativos

contemporáneos. De ese modo; se tiene por objetivo de investigación analizar las percepciones

de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo.

Investigación cualitativa con enfoque fenomenológico interpretativo analizó las percepciones de

actores de la comunidad escolar sobre narrativas digitales en el contexto educativo. Se

desarrolló en dos instituciones educativas de Montería, Córdoba, en Colombia. Los docentes

evidenciaron brechas entre conocimiento conceptual y aplicación práctica; los estudiantes

mostraron alta familiaridad técnica pero comprensión limitada del potencial pedagógico; los

padres manifestaron ambivalencia entre reconocimiento educativo y preocupaciones

tecnológicas; los directivos influyeron determinantemente en la configuración de ambientes

institucionales. Las percepciones están mediadas por competencias digitales, experiencias

previas, creencias pedagógicas y factores contextuales. Los resultados sugieren necesidades

de formación docente especializada, alfabetización digital crítica estudiantil y estrategias

diferenciadas para implementación efectiva de narrativas digitales.

Descriptores: cuento; medios electrónicos; proceso de aprendizaje. (Fuente: Tesauro

UNESCO).

Received: 07/05/2025. Revised: 03/06/2025. Approved: 8/06/2025. Published: 01/07/2025.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

INTRODUCTION

Digital transformation has deeply permeated contemporary educational spaces, generating a

fundamental rethinking of the teaching-learning methodologies that have traditionally

characterised school systems. In this evolving context, digital narratives have emerged as an

innovative pedagogical tool that integrates multimodal elements to build more immersive and

meaningful educational experiences (Lambert, 2013; Robin, 2008). However, the successful

adoption of these technologies depends fundamentally on the perceptions that different actors

in the educational community hold towards them.

The phenomenon of digital narratives transcends the mere incorporation of technology in the

classroom; it represents a reconceptualisation of the traditional narrative process that takes

advantage of the expressive possibilities of contemporary digital media. These tools combine

text, image, audio and video to create communicative experiences that resonate particularly

with the information processing patterns characteristic of current generations (Robin, 2008;

Barbosa et al., 2022). Their pedagogical potential lies in their ability to connect emotionally with

students while promoting the development of communication skills essential for the 21st

century.

The implementation of digital narratives in educational contexts allows for the meaningful

construction of knowledge, as evidenced by recent studies that demonstrate their effectiveness

in various curricular areas. Aranguren-Peraza (2020) highlights the learning paths generated

through transmedia narratives applied to virtual classrooms, while Ochoa-Martínez & Díaz-Neri

(2021) document successful experiences in facilitating the learning of fractions in primary

education using these tools.

However, the effective implementation of digital narratives in educational contexts faces multiple

challenges that vary according to the specific characteristics of each school community. The

diversity of perceptions among teachers, students, administrators, and parents is a determining

factor that can facilitate or hinder the processes of technological integration (Davis, 1989). This

perceptual variability reflects generational differences, digital skills, previous experiences with

technology, and pedagogical beliefs that directly influence the acceptance and use of these

tools.

In Latin American contexts, particularly in Colombia, the adoption of digital narratives faces

additional challenges related to inequalities in technological access, infrastructure limitations,

and specialised teacher training needs. Valencia et al. (2016) point out that ICT skills and

standards from a pedagogical perspective require a comprehensive approach that considers the

levels of ICT appropriation in teaching practice. These contextual conditions create a complex

scenario in which the perceptions of educational actors become particularly relevant for

understanding pedagogical innovation processes (Londoño, 2013).

Digital narratives also face challenges related to the social appropriation of cultural and natural

heritage, as documented by Ospina-Cordero & Robelto-Cantor (2021), who analyse how these

tools can contribute to the appreciation and preservation of national heritage while developing

communication skills. This cultural dimension adds complexity to the implementation process,

requiring specific considerations about local contexts and community values. Therefore, the

research focuses on analysing multidimensional perceptions of digital narratives, recognising

that each group of actors brings unique perspectives based on their specific roles, experiences

and expectations. Through this analysis, we seek to identify convergences and divergences

between the perceptions of different groups, as well as the factors that influence the formation

of these perceptions.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

Thus, the research objective is to analyse the perceptions of school community actors on digital

narratives in the educational context.

Theoretical framework

Digital narratives represent a contemporary evolution of the ancient art of storytelling, adapting

to the expressive possibilities offered by current digital technologies. Conceptually, these tools

integrate multiple semiotic languages to create coherent communicative experiences that

transcend the limitations of traditional media (Miller, 2014).

Their multimodal nature allows for the convergence of visual, auditory, and textual elements into

a unified narrative experience that enhances both creative expression and conceptual

understanding. From a psychological perspective on learning, digital narratives are grounded in

principles established by theorists such as Ausubel (1963), who emphasised the importance of

meaningful learning through the connection between prior knowledge and new information.

Digital narratives facilitate these connections by presenting content in a contextualised and

emotionally resonant way. The pedagogical dimension of digital narratives is based on

constructivist principles that emphasise the importance of active knowledge construction by the

student. From this perspective, digital narratives function as mediating tools that facilitate the

connection between previous experiences and new learning, promoting the construction of

personal and contextually relevant meanings (Vygotsky, 1978). Bruner (1991) contributes to this

understanding by highlighting how the narrative construction of reality allows us to organise and

make sense of human experiences.

Mayer's cognitive theory of multimedia learning (2014) provides a solid theoretical foundation for

understanding the educational potential of digital narratives. According to this theory, multimedia

information processing activates multiple cognitive channels simultaneously, facilitating the

encoding, storage and retrieval of information. Digital narratives take advantage of this natural

cognitive ability by presenting content in a way that optimises learning processes. In this

context, Bort-Caballero & Gil-Mediavilla (2023) analyse educational interventions with digital

narratives in Spanish language and literature from a gender perspective, highlighting their

potential to address specific issues in an innovative way, while Nunciaroni et al. (2024) explore

storytelling in the teaching-learning process in nursing, demonstrating the versatility of these

tools in higher education.

Perceptions and technology adoption in education

The study of perceptions of educational technologies has gained significant relevance in

contemporary pedagogical research, recognising that the attitudes and beliefs of educational

actors are determining factors for the success of any technological innovation. The technology

acceptance model (TAM) proposed by Davis (1989) suggests that perceived usefulness and

ease of use are key predictors of the intention to adopt a specific technology. In the educational

context, perceptions are shaped by multiple variables, including prior digital skills, experiences

of use, pedagogical beliefs, institutional support, and specific contextual factors. Prensky (2010)

highlighted the importance of considering generational differences in technology adoption,

noting that perceptions can vary significantly between ‘digital natives’ and ‘digital immigrants.’

Perceptions are also influenced by broader ideological and cultural dimensions, while Ramírez-

Ibarra (2023) analyses how the digital narratives of the new right in Latin America shape specific

perceptions of freedom and ideology, showing that digital tools are not neutral but carry value

judgements that influence their reception and adoption. Consequently, teachers' perceptions of

digital narratives are influenced by intrinsic factors such as technological self-efficacy, beliefs

about teaching and learning, and previous experiences with educational technology. At the

same time, extrinsic factors such as administrative support, availability of resources, preparation

time and curricular pressure also shape these perceptions (Ertmer & Ottenbreit-Leftwich, 2010),

while Acosta (2018) specifically documents teachers' perceptions of digital narratives in

secondary education, providing empirical evidence on these factors.

Student perceptions tend to be characterised by greater familiarity with digital technologies,

although this familiarity does not necessarily translate into an understanding of the pedagogical

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

potential of these tools. The distinction between recreational and educational use of

technologies represents a significant challenge for the effective implementation of digital

narratives in school contexts. Barbosa et al. (2022) analyse young adults' perspectives on

digital storytelling campaigns, revealing complex perceptions about the communicative value of

these tools. Meanwhile, educational leaders play fundamental roles as facilitators or barriers to

the adoption of digital narratives. Their perceptions of costs, benefits, risks, and educational

value directly influence investment decisions, institutional policies, and support for technological

innovation initiatives (Fullan, 2020).

Colombian educational context and technology

The Colombian education system has undergone significant transformations in recent decades,

particularly in relation to the integration of digital technologies. The Ministry of National

Education has implemented various policies and programmes aimed at promoting the

incorporation of ICTs in educational processes, recognising their potential to improve

educational quality and reduce gaps in access to knowledge. Valencia et al. (2016) document

ICT skills and standards from a pedagogical perspective, providing a comprehensive overview

of the levels of ICT uptake in teaching practice. Their work highlights the need for systematic

approaches to technology integration that consider both technical and pedagogical skills.

However, the implementation of educational technologies in Colombia faces structural

challenges related to infrastructure, connectivity, teacher training and equity in access. These

contextual conditions create a complex scenario in which the perceptions of educational actors

are particularly relevant for understanding technology adoption processes (García et al., 2019).

Therefore, the cultural and socioeconomic diversity that characterises Colombia generates

significant variations in perceptions of educational technology between different regions and

communities. Factors such as geographical area (urban-rural), socioeconomic status, access to

technology and previous educational experiences influence the configuration of these

perceptions. While in the specific context of the department of Córdoba, educational institutions

have shown progressive advances in the incorporation of digital technologies, challenges

remain related to specialised teacher training and the sustainability of pedagogical innovation

processes. Londoño (2013) specifically analyses digital narratives in rural Colombian contexts,

providing evidence on the particularities of these environments.

METHOD

This research adopted a qualitative approach with an interpretive phenomenological design,

aimed at understanding the experiences and meanings that different actors in the educational

community attribute to digital narratives in their specific contexts. This methodological approach

facilitates understanding of the meanings that participants construct about digital narratives,

transcending superficial descriptions to achieve richer and more contextualised understandings.

Therefore, the research was carried out in two educational institutions in the municipality of

Montería, department of Córdoba, Colombia, intentionally selected to represent different socio-

educational contexts. The Antonio Nariño Educational Institution, located in an urban area,

serves a student population from middle and lower-middle socioeconomic strata with relatively

stable access to digital technologies. The Kilómetro 12 Educational Institution, located in a rural

area, serves a population with greater limitations in terms of technological access and

connectivity.

The selection of participants followed theoretical sampling criteria guided by the research

objectives and the theoretical saturation of emerging categories. A total of 475 participants were

strategically distributed among different groups of actors: five Spanish language teachers, four

technology and computer science teachers, fourteen teachers from other subject areas, five

school administrators, 237 eighth-grade students, and 210 parents.

Specific inclusion criteria were as follows: for teachers, teaching eighth grade subjects with at

least two years' experience at the institution; for students, being enrolled in eighth grade with

basic access to technological devices; for parents, having children in eighth grade and

expressing willingness to participate in the study; for administrators, exercising administrative

responsibilities related to secondary education.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

Specific data collection instruments were designed considering the particular characteristics of

each group of participants. Semi-structured interviews were the main technique, with six

different scripts developed to explore perceptions of digital narratives, virtual tools, basic digital

skills, teaching strategies, and pedagogical practices.

The interview scripts included open-ended questions that facilitated the emergence of authentic

perceptions without predefined restrictions. The questions were organised progressively from

general to specific aspects, allowing participants to express their perceptions in a natural and

contextualised manner.

Documentary analysis complemented data collection through the review of relevant institutional

documents: institutional educational projects (PEI), curricula, curriculum guidelines for Spanish

language and technology and IT, basic competency standards and basic learning rights. This

documentary triangulation provided additional context for interpreting the perceptions expressed

by the participants.

Data collection was carried out over a period of eight weeks, implementing specific protocols to

ensure the quality and consistency of the information gathered. The interviews were conducted

in person and virtually, depending on the specific conditions of each institution and the

preferences of the participants.

All interviews were digitally recorded with the explicit informed consent of the participants,

ensuring that the perceptions expressed were captured in their entirety. The recordings were

transcribed in full, preserving relevant paralinguistic elements such as pauses, emphasis and

emotional expressions that enriched the subsequent interpretation.

The collection process incorporated continuous verification strategies through field notes,

contextual observations and reflective records by the researcher. These strategies facilitated the

early identification of emerging patterns and the theoretical saturation of analytical categories.

RESULTS

The gap between conceptual knowledge and practical application observed particularly in

teachers is consistent with the specialised literature, which points to the importance of specific

pedagogical support for educational technology integration (Ertmer & Ottenbreit-Leftwich, 2010;

Valencia et al., 2016).

This gap suggests that teacher training strategies should go beyond technical training to include

deep pedagogical reflection on the educational value of these tools. In this sense, student

perceptions, characterised by technical familiarity but limited understanding of pedagogical

potential, reveal opportunities for the development of critical digital literacy. This situation

suggests that the implementation of digital narratives should include specific meta-learning

components that help students understand how and why these tools facilitate their learning

processes, as suggested by the experiences documented by Nunciaroni et al. (2024) in higher

education.

On the other hand, parental ambivalence towards digital narratives, manifested in recognition of

their importance alongside concerns about technological dependence, reflects broader cultural

tensions about the role of technology in the education of children and adolescents. These

perceptions suggest a need for more effective communication by educational institutions about

the specific purposes and proven benefits of these pedagogical tools, while the influence of

ideological factors in shaping perceptions, as pointed out by Ramírez-Ibarra (2023), requires

specific consideration in implementation strategies. Digital narratives are not neutral tools, but

carry value judgements that can influence their reception by different community groups.

Therefore, it is argued that perceptions of digital narratives are not formed in a vacuum, but are

mediated by multiple contextual factors, including geographical location, socioeconomic status,

technological access, and institutional culture. These contextual mediations have significant

implications for the design of implementation strategies that take into account the specificities of

each educational community. The differences between urban and rural contexts highlighted in

the study reflect structural inequalities in technological access that characterise the Colombian

educational landscape, consistent with Londoño's (2013) observations on digital narratives in

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

rural contexts. These differences suggest the need for differentiated policies that recognise the

particularities of each context without perpetuating gaps in access and educational quality.

In contrast, the cultural dimension of heritage, analysed by Ospina-Cordero & Robelto-Cantor

(2021), adds complexity to implementation processes. Digital narratives can be valuable tools

for the social appropriation of cultural and natural heritage, but they require approaches that are

sensitive to local particularities and community values. Thus, the influence of institutional

leadership in shaping teachers' perceptions of digital narratives confirms the importance of

strengthening managerial capacities for the management of pedagogical innovations, consistent

with the change management approaches proposed by Fullan (2020). Managers who

demonstrated an understanding of the educational potential of these tools tended to create

more favourable institutional environments for their adoption.

From this perspective, the barriers identified in the study, particularly insufficient technological

infrastructure and limited teacher training, are consistent with challenges reported in the

literature on technological integration in Latin American contexts (García et al., 2019). However,

the simultaneous presence of facilitators such as student motivation and management

recognition of pedagogical potential suggests favourable conditions for targeted interventions.

Thus, resistance to change on the part of some teachers, identified particularly by

administrators, requires specific support strategies that consider emotional and motivational

factors in addition to technical aspects. The successful experiences documented by Ochoa-

Martínez & Díaz-Neri (2021) in primary education suggest that demonstrating concrete results

can help reduce this resistance.

On the other hand, the identified facilitators, especially student motivation towards digital

technologies, represent valuable opportunities for the design of implementation strategies that

take advantage of these positive elements. Consequently, the learning paths proposed by

Aranguren-Peraza (2020) for transmedia narratives offer conceptual frameworks for channelling

this motivation towards specific educational purposes through appropriate pedagogical

mediation. Meanwhile, the successful application of digital narratives in various fields, from

mathematics (Ochoa-Martínez & Díaz-Neri, 2021) to nursing (Nunciaroni et al., 2024),

demonstrates their versatility and potential for adaptation to different disciplinary contexts. This

evidence can help reduce resistance based on perceptions of limited applicability.

Therefore, this research contributes to the body of knowledge on educational actors'

perceptions of technological innovations from the specific perspective of Colombian educational

contexts, providing empirical evidence on how cultural, socioeconomic, and contextual factors

mediate perceptions of digital narratives, complementing previous studies such as those by

Acosta (2018) on teachers' perceptions in secondary education.

On the other hand, the multidimensional approach adopted in the study, which includes

perceptions of all the main actors in the educational community, provides a more holistic

understanding of the factors that influence the adoption of digital narratives. This

comprehensive perspective is relatively scarce in the specialised literature, which often focuses

on the perceptions of specific groups in isolation. The results on parental ambivalence towards

educational technologies provide valuable insights into family-school dynamics in contexts of

technological innovation. This contribution is particularly relevant given the importance of family

support for the success of educational initiatives and complements the generational

perspectives analysed by Prensky (2010).

Thus, evidence on differences between urban and rural contexts enriches the understanding of

digital inequalities in Colombia, complementing Londoño's (2013) analyses of digital narratives

in rural contexts and providing additional empirical evidence on these disparities. Therefore, the

evidence on the gap between technical familiarity and pedagogical understanding of digital

narratives contributes to debates on critical digital literacy and the need for educational

approaches that transcend basic technical skills to include reflective understanding of the

educational potential of these tools.

The study has important limitations that should be considered when interpreting the findings.

The focus on a specific geographical context (Montería, Córdoba) limits the direct transferability

of results to other Colombian or Latin American contexts with different characteristics. Thus, the

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

cross-sectional nature of the study prevents an understanding of how perceptions evolve over

time, particularly after specific implementation experiences with digital narratives. This limitation

is significant considering that perceptions of technology tend to change with experience of use,

as suggested by follow-up studies on the implementation of educational innovations.

In addition, although the focus on eighth grade is methodologically appropriate to ensure

homogeneity in the cognitive development and educational experiences of the student

participants, it limits understanding of how perceptions vary across different educational levels.

The experiences documented by Bort-Caballero & Gil-Mediavilla (2023) in university education

suggest significant variations according to educational level. It should be noted that the study

did not include specific analyses of gender differences in perceptions, an aspect that could

enrich the understanding of these phenomena considering the gender perspectives analysed by

Bort-Caballero & Gil-Mediavilla (2023) in university contexts.

THEORETICAL REFLECTION

This research revealed a complex and multifaceted landscape of perceptions of digital

narratives in the Colombian educational context, characterised by significant convergences and

divergences between different groups of actors. The main results indicate that, although there is

widespread recognition of the educational potential of these tools, significant gaps persist

between conceptual knowledge and practical application, particularly among teachers. The

perceived diversity identified reflects the influence of multiple contextual factors, including prior

digital skills, experiences of use, pedagogical beliefs, institutional conditions and socioeconomic

characteristics, suggesting that the successful implementation of digital narratives requires

differentiated approaches that consider the specificities of each group of actors and their

particular contexts, consistent with the recommendations of Valencia et al. (2016) on ICT skills

from a pedagogical perspective.

Student perceptions, characterised by high technical familiarity but limited understanding of

pedagogical potential, highlight the need to develop specific critical digital literacy strategies that

transcend basic technical skills. This need is fundamental to effectively harness students'

natural motivation towards digital technologies, as suggested by the learning pathways

proposed by Aranguren-Peraza (2020). For their part, parental ambivalence towards digital

narratives, manifested in recognition of their importance alongside concerns about technological

dependence, suggests opportunities to strengthen communication between educational

institutions and families about the specific purposes and benefits of these pedagogical tools.

The results of this research have direct implications for multiple dimensions of educational

practice, suggesting the need to redesign teacher training programmes to include not only

technical skills in the use of digital narratives, but also deep pedagogical reflection on their

effective integration into the curriculum, consistent with the approaches proposed by Ertmer &

Ottenbreit-Leftwich (2010). In this sense, educational institutions should consider developing

specific policies that facilitate the gradual and sustainable implementation of digital narratives,

taking into account both identified facilitators and structural barriers, including components of

technical support, pedagogical accompaniment, and educational impact evaluation, following

the change management models proposed by Fullan (2020).

The training of school leaders emerges as a priority to facilitate educational leadership that

promotes institutional environments favourable to technological innovation, including

understanding the pedagogical potential of digital narratives, change management strategies

and cost-effectiveness evaluation of technological investments. Likewise, the design of

communication strategies with parents should consider their specific concerns about

educational technology, providing clear information on pedagogical purposes, proven benefits

and digital security measures implemented by institutions. The curricular integration of digital

narratives should consider successful applications documented in different subject areas, from

Spanish language (Bort-Caballero & Gil-Mediavilla, 2023) to mathematics (Ochoa-Martínez &

Díaz-Neri, 2021) and higher education (Nunciaroni et al., 2024), adapting approaches to the

particularities of each context.

The evidence from this study suggests multiple promising directions for future research in the

field of digital narratives and educational perceptions, requiring longitudinal studies that

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

examine how perceptions evolve after specific implementation experiences, allowing for an

understanding of processes of perceptual change and factors that facilitate or hinder them.

Future research should explore perceptions of digital narratives at other educational levels,

particularly primary and secondary education, to understand how these perceptions vary

according to cognitive development characteristics and educational experiences of different age

groups, considering that experiences in university education documented by Bort-Caballero &

Gil-Mediavilla (2023) suggest significant differences according to educational level.

Comparative studies between different Colombian regions and Latin American countries are

needed to understand how specific cultural, socioeconomic, and political factors mediate

perceptions of digital narratives, enriching knowledge about the contextualisation of

implementation strategies and complementing analyses of digital narratives in specific contexts

such as those of Londoño (2013). Research on the specific effectiveness of different types of

digital narratives in diverse educational contexts would complement the perceptual findings of

this study, providing evidence on relationships between positive perceptions and actual

educational impact, considering that the successful results documented by Ochoa-Martínez &

Díaz-Neri (2021) in mathematics suggest potential for controlled experimental studies.

Future studies should explore perceptions of other educational actors not included in this

research, such as administrative staff, school librarians, and educational technology specialists,

whose perspectives could enrich the holistic understanding of these phenomena. Research on

gender differences in perceptions of digital narratives, inspired by the approaches of Bort-

Caballero & Gil-Mediavilla (2023), could provide valuable insights for the design of more

inclusive implementation strategies, while studies on the relationship between digital narratives

and social appropriation of cultural heritage, following the lines initiated by Ospina-Cordero &

Robelto-Cantor (2021), could explore specific applications in Colombian educational contexts.

CONCLUSION

Perceptions of digital narratives in the educational community studied are characterised by their

multifaceted nature, showing that each group of actors constructs different meanings based on

their specific roles, previous experiences and particular contexts. This diversity of perceptions

confirms that digital narratives are not perceived uniformly, but generate varied interpretations

that reflect the particularities of each group within the educational ecosystem.

Teachers express an ambivalent perception characterised by theoretical recognition of the

pedagogical potential of these tools, but limited by significant gaps between conceptual

knowledge and practical application. This situation highlights the need for specialised

pedagogical support that goes beyond technical training to include in-depth reflection on

effective curriculum integration.

Students demonstrate perceptions marked by high technical familiarity but limited understanding

of the specific educational potential of digital narratives. This characteristic reveals important

opportunities for the development of critical digital literacy that helps channel their natural

motivation toward digital technologies in pedagogically productive directions.

School administrators exhibit perceptions that vary significantly according to their understanding

of the educational potential of these tools, exerting a decisive influence on the configuration of

institutional environments that are favourable or unfavourable to their adoption. Their role as

facilitators or barriers is crucial to the implementation processes.

Parents express ambivalent perceptions that combine recognition of the educational importance

of digital narratives with concerns about technological dependence and effects on their

children's development. This ambivalence reflects broader cultural tensions about the role of

technology in youth development.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(3), 25-34, 2025

Percepciones de los actores de la comunidad escolar sobre narrativas digitales en el contexto educativo

Perceptions of school community stakeholders on digital narratives in the educational context

Claudia Patricia Ruiz-Merlano

FINANCING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with individuals or institutions linked to the research.

ACKNOWLEDGEMENTS

To the teachers, administrators, students, and parents of the Antonio Nariño and Kilómetro 12

Educational Institutions in the municipality of Montería, Córdoba, who generously shared their

perceptions, experiences, and time, making this research possible. Their willingness to reflect

on digital narratives and their role in education is at the heart of this work.

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