Educational Innovations and Technology
Open access
Peer reviewed
Abstract
Abstract
Digital transformation focuses on the need to strengthen teacher literacy as a key aspect of pedagogical innovation in classrooms. Objective: To analyze how much a teacher knows about technology and the use of artificial intelligence, using a survey, to support the creation of microlearning strategies that improve teaching in digital environments. Methodology: A quantitative approach was employed with the support of a systematic literature review. The research process was carried out in four phases: data collection, literature review, information processing, and result generation. A survey was applied to a non-probabilistic sample of 103 Ecuadorian teachers, and their data were processed using SPSS with descriptive-correlational statistics. Results: There is broad knowledge of artificial intelligence (92.23%) and high usage in teaching (96.12%). The survey shows a medium level in the pedagogical use of these tools, which is gradually advancing in digital literacy. Conclusions: The study demonstrated that using artificial intelligence does not ensure effective integration in teaching. Therefore, microlearning is suggested as an appropriate strategy to improve teachers' digital skills and foster educational innovation.
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@article{MerinoLoor2026Transformaci,
title = {Transformación de la práctica docente mediante microaprendizaje e inteligencia artificial para el fortalecimiento de la alfabetización digital: una revisión sistemática},
author = {María José Merino-Loor and Carlos Javier Tamayo Ruiz and Katherine Lorena Sanguña Carrrera},
journal = {Ethos Scientific Journal},
year = {2026},
doi = {10.63380/esj.v4n1.2026.333},
url = {https://doi.org/10.63380/esj.v4n1.2026.333}
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