Predictores de la pedagogía digital en las universidades: La relevancia del bienestar emocional digital y el apoyo institucional

Abstract

Digital pedagogy is a current challenge for higher education systems around the world. Standards, such as those in Europe and the USA, provide normative frameworks for guiding and evaluating teaching and learning processes using digital technologies. However, there is a need for robust theories to underpin research into the predictors of the adoption of digital pedagogy, such as Activity Theory. This study aims to identify predictors of digital pedagogy in universities based on the triangle model of Activity Theory. A total of 630 Spanish university teachers took part in the study. Multiple linear regression was applied to data collected through a national survey process as part of a competitively funded research project. The results suggest an explanatory model in which university teachers’ empowerment in social networks for collaboration and professional development emerges as the strongest predictor of digital pedagogy in universities, along with digital emotional well-being and institutional digital support. The findings are discussed in the context of other contemporary research, highlighting important implications for the digital transformation of the university system.