The digital transformation of higher education is often analyzed from the perspective of technological infrastructures or teachers’ digital competencies. However, an equally important aspect lies in educators’ beliefs about the role that technology should play in their professional practice.
The article “Beliefs and Integration of Digital Resources: A Study with Professors of Health Sciences”, by Iris Estévez, Alba Souto-Seijo, and Iván Jorrín-Abellán, published in RIED, addresses this issue through a case study involving five university professors recognized for their excellence in teaching.
The findings show that these educators view digital technologies as a clearly positive element for teaching, professional development, and access to knowledge. They highlight benefits such as faster access to information, the ability to manage large volumes of documentation, improved interaction with students, and the removal of spatial and temporal barriers.
At the same time, they also identify significant challenges, including information overload, difficulties in distinguishing reliable sources, the risk of approaching knowledge superficially, and the complexities associated with using certain digital tools. Moreover, although they consider themselves to have a moderate level of digital competence, they acknowledge important training needs, particularly in the creation and editing of digital content and in the pedagogical integration of technology.
The study concludes that the effective integration of digital resources does not depend solely on having access to technology or mastering specific tools. What truly matters is the ability to incorporate them in pedagogically meaningful ways. In this regard, the authors warn that much of technology use in higher education remains largely instrumental and advocate for stronger professional development based on models such as TPACK, where technological knowledge is integrated with pedagogical and disciplinary expertise.
Rather than using more technology, the challenge for universities may be to use it better—connecting it to clear educational goals and to genuinely transformative learning experiences.
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How to Cite: Estévez, I., Souto-Seijo, A., & Jorrín-Abellán, I. (2023). Beliefs and Integration of Digital Resources: a Study with Professors of Health Sciences. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 121–139. https://doi.org/10.5944/ried.26.1.34035
