Editorial
DOI:
https://doi.org/10.51247/e.v1i1.842Keywords:
Educación, tecnología, transformación digitalAbstract
Digital transformation is one of the most significant phenomena that has redefined higher education in recent decades. The incorporation of emerging technologies, the strengthening of teachers' digital skills, the use of virtual platforms, the need to reduce access gaps, innovation in assessment processes, and the emergence of artificial intelligence have created a landscape of profound academic and institutional transformations. In this context, the first issue of EDUNEXA: Journal of Educational Research brings together six scientific contributions that analyze these dimensions from different theoretical and practical perspectives. The selected articles offer insights into the challenges and opportunities that higher education institutions face in building more inclusive, flexible, and innovative educational ecosystems. With this inaugural edition, EDUNEXA seeks to establish itself as a platform for scientific dissemination aimed at promoting academic dialogue, critical reflection, and the generation of knowledge about the emerging trends transforming contemporary education.
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References
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Illescas Zaruma, M. S., Illesca Pacheco, T. L., Enriquez Cortez, M. del C., Riera Cartuche, D. R., Salazar Carranco, M. A., Hidalgo Almeida, L. E., & Bernal Parraga, A. P. (2024). Impacto de las Plataformas Tecnológicas de Enseñanza como Recursos Educativos. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 11401-11419. https://doi.org/10.37811/cl_rcm.v8i4.13307
Ruiz Muñoz, G. F. (2025). El impacto de la inteligencia artificial y las herramientas digitales en las asignaturas básicas de la educación superior. Revista De Investigación En Tecnologías De La Información, 13(30), 9–24. https://doi.org/10.36825/RITI.13.30.002
Tejada Fernández, J., & Pozos Pérez, K. V. (2018). Nuevos escenarios y competencias digitales docentes: Hacia la profesionalización docente con TIC. Profesorado, Revista De Currículum Y Formación Del Profesorado, 22(1), 25–51. https://doi.org/10.30827/profesorado.v22i1.9917
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Copyright (c) 2024 Mohamed Maameri (Autor/a)
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