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]
DOI:
https://doi.org/10.62574/rmpi.v5i3.406Keywords:
short stories, electronic media, learning processesAbstract
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.
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