In their article published in RIED, Ketia Kellen Araújo da Silva and Patricia Alejandra Behar address a critical challenge in distance education: how to design pedagogical models that integrate digital competences in a transversal and meaningful way.
Drawing on a qualitative research approach structured in three phases (theoretical review, case study, and data analysis), the authors propose a conceptual framework that defines concrete parameters for building pedagogical models guided by digital competences. Their investigation is grounded in a teacher training course in Brazil, where common difficulties were identified among educators when attempting to align digital competences with the specific objectives and content of their disciplines.
One of the study's most salient findings is that, although participating teachers acknowledge the importance of digital competences in online teaching, they lack adequate preparation to effectively integrate them into their planning. The pedagogical strategies designed during the course largely relied on traditional practices, limiting the transversal incorporation of digital competences. This highlights an urgent need for ongoing teacher development, as well as for institutional commitment to embedding digital competences as core components of distance education models—beyond the mere use of technological tools.
Ultimately, the study demonstrates that constructing pedagogical models based on digital competences is not a purely technical task, but a complex process that requires profound transformation in teaching, institutional practices, and curriculum design. The authors stress that these competences must be integrated from the very beginning of instructional planning and treated as foundational dimensions of the learning process.
The article thus offers not only a significant theoretical contribution, but also a practical tool that can be adapted to a variety of educational contexts—serving as a guide for institutions aiming to provide more relevant, inclusive, and digitally competent distance education.
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How to Cite: Araújo da Silva, K. K., & Alejandra Behar, P. (2023). Pedagogical Models Based on Transversal Digital Competences in Distance Learning: Creation Parameters. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 101–119. https://doi.org/10.5944/ried.26.1.34006
