Integration of digital technologies, active methodologies, and teaching innovation in Social Studies education: a multicenter cross-sectional analysis
DOI:
https://doi.org/10.55204/pcc.v6i2.e156Keywords:
teaching innovation, active methodologies, digital technologies, ICT integration, generative artificial intelligenceAbstract
The combination of active methodologies and digital technologies is an important component of teaching innovation; however, the relationships between these elements should be examined from a perspective that does not assume causal effects. This study aimed to analyze the relationships among ICT integration, the use of active methodologies, and teaching innovation, as well as the statistical contribution of each factor to the variability observed in teaching innovation. A quantitative, descriptive-correlational, non-experimental, cross-sectional design was employed, together with multivariable analysis. The study involved 376 Social Studies teachers from 64 educational institutions. The analyses included descriptive statistics, internal consistency estimates, Pearson correlations, the intraclass correlation coefficient (ICC), and multiple linear regression with robust standard errors clustered by educational institution. Positive relationships were found between teaching innovation and the overall use of active methodologies (r = .452, p < .001), ICT integration (r = .347, p < .001), and generative AI integration (r = .179, p < .001). The ICC was .114. The multivariable model was statistically significant, F(3, 63) = 34.37, p < .001, R² = .230. Active methodologies (β = .365, p < .001) and ICT integration (β = .174, p = .005) remained independently associated with teaching innovation, whereas generative AI integration did not (β = .025, p = .701). These findings suggest that teaching innovation is primarily associated with the use of active methodologies and the pedagogical integration of ICT.Downloads
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