Managing digital activities of engineering students (#1244)

Authors

Atencio González, Rously Eedyah

Torres Vásquez, Charles Pastor

Flores Coronado, Miriam Liliana

Abstract

The general objective presented was to analyze the impact of the Digital Transformation in Peruvian universities on Teaching Adaptation, considering the changes driven by the COVID-19 pandemic and the acceleration of digitalization in higher education. The research problem lies in the need to understand how engineering teachers have faced this transformation process and what are the key factors that have facilitated or hindered their adaptation to new digital methodologies. To address this problem, a quantitative methodology was used, using the partial least squares structural equation modeling (PLS-SEM) approach. Data collection was carried out through a survey applied to 489 university teachers, the results of which were analyzed in SmartPLS 4. The model included two main variables: Digital Transformation (composed of Technological Infrastructure and Teacher Training) and Teacher Adaptation (considering Access and Equity, as well as Teaching Methodologies). The results indicated that Digital Transformation has a moderate impact on Teacher Adaptation (R² = 0.29 - 0.34), with Teacher Training being the most influential factor in the digitalization process. It is concluded that, although digitalization has facilitated engineering education, challenges related to equity in access to technology and teacher training persist. It is recommended to strengthen training in digital tools and improve technological infrastructure to optimize teaching in digital environments.