University teaching in the digital age: technological tools for student-centered education

Abstract

Higher education in the digital age faces the challenge of transcending the instrumental use of technologies toward student-centered pedagogical models. The COVID-19 pandemic accelerated the adoption of digital tools in Ecuadorian universities; however, inequalities in connectivity and teaching practices persist that limit their transformative potential. Objective: To evaluate the effectiveness of using digital tools in promoting student-centered teaching practices in higher education institutions in Ecuador. Methodology: A study was conducted with a descriptive-correlational design and a quantitative approach. Seventy-two faculty members selected through non-probability convenience sampling participated. A 25-item Likert-scale survey was administered, validated by experts and with high reliability (α > 0.80). Data were analyzed using descriptive statistics and Pearson's correlation coefficient. Results: 50% of teachers use LMS platforms, 30% use mobile applications, and 20% use interactive resources. Perceptions were favorable regarding student inclusion (mean = 3.74) and pedagogical personalization (mean = 3.55). A significant correlation was identified between the use of technologies and personalization (r ≈ 0.62; p < 0.01), as well as with student inclusion (r ≈ 0.58; p < 0.01). Conclusions: Technological integration favors inclusive and personalized environments, although low utilization of interactive resources persists. It is necessary to strengthen teacher training and promote institutional policies that guide the strategic use of ICTs towards educational innovation.