Ontology of learning in virtual environments and the reconfiguration of the learner in teacher training in the 21st century

Abstract

This research analyzed the ontological transformations of the student-being in virtual learning environments and their impact on the identity reconfiguration of contemporary teacher education. The specific objectives were to characterize the new ontological modalities of student existence in virtual spaces, examine the identity construction processes of future teachers in digital contexts, and identify the pedagogical and curricular implications of these ontological transformations. A mixed-methods approach with a qualitative predominance was adopted, employing an exploratory-descriptive design grounded in the interpretive-comprehensive paradigm. The methodology was based on the hermeneutic-phenomenological tradition, applying hermeneutic, phenomenological, analytical-synthetic, and inductive-deductive methods for data analysis. The study population consisted of 170 first-year Education students from the Universidad Estatal del Sur de Manabí, selected through intentional non-probabilistic sampling. A structured digital survey was administered via Google Forms, with the instrument organized around five ontological dimensions that combined Likert-scale questions with open-ended items to capture participants’ experiential narratives. The results revealed that most students understand how virtual environments transform their roles, identify the necessary digital competencies, recognize the importance of autonomy and self-regulation, consider that online interaction supports their professional teacher identity, and demonstrate adaptability to technological changes. The analysis evidenced the emergence of a hybrid ontology of learning characterized by conscious self-regulation, technological adaptability, and new forms of educational intersubjectivity. The findings confirm that the reconfiguration of the student-being in virtual environments constitutes a profound existential transformation that transcends the merely instrumental, establishing new paradigms for teacher education in the 21st century.