TY - JOUR
T1 - Digital Transformation and Technological Innovation on Higher Education Post-COVID-19
AU - Deroncele-Acosta, Angel
AU - Palacios-Núñez, Madeleine Lourdes
AU - Toribio-López, Alexander
N1 - Funding Information:
This research was funded by: Universidad San Ignacio de Loyola S. A. RUC: 20297868790. AV. La Fontana Nro. 550 Urb. San Cesar de La Molina Lima - Lima - La Molina. Lima 15024. Peru.
Publisher Copyright:
© 2023 by the authors.
PY - 2023/2
Y1 - 2023/2
N2 - The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented.
AB - The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented.
KW - COVID-19
KW - digital competence
KW - digital engagement
KW - digital literacy
KW - digital technologies
KW - digital transformation
KW - ICT
KW - online community
KW - technological innovation
KW - virtual environments
UR - http://www.scopus.com/inward/record.url?scp=85148002404&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/072b46ec-b9fc-3812-a081-fd5529fc4284/
U2 - 10.3390/su15032466
DO - 10.3390/su15032466
M3 - Artículo
AN - SCOPUS:85148002404
SN - 2071-1050
VL - 15
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
IS - 3
M1 - 2466
ER -