Technopedagogy: crucial link between active methodologies and digital tools in hybrid university education

Abstract

Education in recent times has taken an exponential turn and its consequences have especially affected teacher management, who have had to adapt to change in a fraudulent way based on their experience and approved pedagogical or professional training. The objective of this research considers to verify if current techno-pedagogical models are applied in meso and micro curricular planning, in consideration of the use of active learning methodologies and their integration through digital tools in current hybrid education. The applied method is descriptive, based on a qualitative approach, achieving results with the support of techniques such as the structured survey applied to university teachers of different careers and the documentary analysis of scientific information sources. The results allowed to affirm that not all current techno-pedagogical models are functionally applied, but that, for the most part, they are traditional without considering the active methodologies used by the use of digital tools according to the cognitive processes of the students. In addition, it is concluded that it is imperative to propose an improvement that allows the recognition and training of teaching staff in the integration of techno-pedagogical models, active methodologies and digital tools.