Description

The work recovers a historical perspective on the incorporation of ICTs in education, from audiovisual media to contemporary digital platforms, highlighting their potential to reconfigure teaching and learning processes. In this sense, it underscores the need to move toward pedagogical models that recognize the importance of teachers’ digital competencies, not only as a technical skill but also as a cornerstone of didactic innovation. The proposal adopts a constructivist approach, in which the teacher acts as a facilitator of learning and promoter of collaborative environments mediated by technology. It emphasizes that the incorporation of ICTs does not, in itself, guarantee an improvement in educational quality; this depends largely on the level of critical and contextualized appropriation by the teacher. It also analyzes international benchmarks such as the 2030 Agenda and national policies such as the New Mexican School, which support the strategic use of these tools to advance toward equitable, relevant, and sustainable education. The text concludes that innovating teaching practices with ICTs implies a profound methodological transformation, where reflection, creativity, and a commitment to meaningful learning are articulated with ongoing teacher training aimed at developing authentic digital skills.

Suggested citation (APA, 7th edition)

Acosta-Servín, S., Veytia-Bucheli, M. G., & Cáceres-Mesa, M. L. (2025). Innovating in teaching practice. Developing digital skills in the Bachelor’s degree. Sophia Editions.