El entorno educativo digital como predictor de la competencia inclusiva del futuro docente: un análisis de mediación
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.7Palabras clave:
accesibilidad de los servicios digitales, entorno educativo digital, competencia inclusiva, competencia profesional del profesorado, apoyoResumen
Este estudio investiga las características del entorno educativo digital que influyen en el desarrollo de la competencia inclusiva del profesorado. Utilizando un diseño cuantitativo de regresión correlacional con análisis de mediación, la investigación involucró a 214 estudiantes universitarios de especialidades pedagógicas en Ucrania. Se emplearon instrumentos estandarizados basados en los marcos DigCompEdu y UNESCO para evaluar el potencial de apoyo del entorno digital y la competencia inclusiva del alumnado. Los resultados indican que los participantes poseen un nivel de competencia inclusiva superior a la media, especialmente en aspectos de motivación de valores. El análisis estadístico revela que un contexto digital de apoyo (β = 0,36) y la accesibilidad a los servicios digitales (β = 0,24) son predictores significativos de la competencia inclusiva. Además, el análisis de mediación confirma que la accesibilidad a los servicios digitales media parcialmente la relación entre un entorno de apoyo y la competencia inclusiva (efecto indirecto = 0,16). Los hallazgos sugieren que las instituciones de educación superior deberían priorizar la creación de ecosistemas digitales de apoyo y accesibles para fomentar eficazmente la preparación del futuro profesorado para la educación inclusiva.
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Derechos de autor 2026 Olga Funtikova, Kateryna Kuznietsova, Yaryna Taniavska, Olha Hubar, Anastasiia Poliakova
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
