Enhancing Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-schooled Language Teaching Programs in Oaxaca, Mexico
José de Jesús Bautista Hernández, Eduardo Bustos Farías, Norma Patricia Maldonado Reynoso
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José de Jesús Bautista Hernández
Instituto Politécnico Nacional, Centro de Investigaciones Económicas, Administrativas y Sociales, Mexico City, Mexico
Eduardo Bustos Farías
Instituto Politécnico Nacional, Escuela Superior de Comercio y Administración Unidad Santo Tomás, Mexico City, Mexico
Norma Patricia Maldonado Reynoso
Instituto Politécnico Nacional, Centro de Investigaciones Económicas, Administrativas y Sociales, Mexico City, Mexico
Cite this paper as:Bautista Hernández, J. d. J., Bustos Farías, E., Maldonado Reynoso, N. P. (2025). Enhancing Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-schooled Language Teaching Programs in Oaxaca, Mexico.
Journal of Systemics, Cybernetics and Informatics, 23(3), 30-35. https://doi.org/10.54808/JSCI.23.03.30
Online ISSN (Journal): 1690-4524
Abstract
This study aimed to strengthen the pedagogical and digital competencies of students enrolled in the semi-schooled bachelor's degree program in Language Teaching at the Universidad Autónoma “Benito Juárez” de Oaxaca (UABJO) through the context-sensitive integration of digital tools. The research responds to the technological limitations and digital divide that hinder academic performance in the state of Oaxaca, Mexico. Employing a mixed-methods action research design, the study combined surveys, interviews, direct observation, and analysis of digital outputs to iteratively evaluate the effectiveness of implemented instructional strategies. Preliminary findings revealed significant barriers, including unequal internet access, limited technological infrastructure, and insufficient teacher training. Despite these challenges, the appropriate use of ICT was found to enhance student motivation, autonomous learning, and instructional quality. The study's practical implications include the development of scalable and replicable strategies for similar educational contexts, along with policy recommendations aimed at fostering inclusive digital education. The value of this research lies in its situated approach, its potential for broader application, and its contribution to teacher preparation in underserved regions. Moreover, it offers a critical and innovative perspective on the transformative role of ICT in education, particularly in environments marked by structural limitations.
