Características da educação digital dos estudantes no contexto da educação complementar

Alina Musa Kyzy; Gulmira Azimova; Suurakan Kongaitieva; Aknazik Karasheva; Sezdbek Tashtekeev; Natalia Brovko; Natalia Leonova

doi:10.22633/rpge.v29i00.20818

Autores/as

Alina Musa Kyzy International University of Kyrgyzstan https://orcid.org/0009-0008-1696-5516
Gulmira Azimova International University of Kyrgyzstan https://orcid.org/0009-0005-5842-8266
Suurakan Kongaitieva Kyrgyz National University https://orcid.org/0009-0000-4619-3811
Aknazik Karasheva International University of Kyrgyzstan https://orcid.org/0009-0000-5545-3646
Sezdbek Tashtekeev Kyrgyz National University https://orcid.org/0009-0008-3923-3617
Natalia Brovko Kyrgyz-Russian Slavic University https://orcid.org/0000-0003-4376-9103
Natalia Leonova Voronezh State Agrarian University https://orcid.org/0009-0008-1696-5516

DOI:

https://doi.org/10.22633/rpge.v29i00.20818

Palabras clave:

Socialización de los medios de comunicación, Informatización, Educación digital, Estudiantes, Alfabetización digital

Resumen

La digitalización de la educación impone desafíos tecnológicos al sistema de educación complementaria, especialmente en la digitalización de los contenidos para los estudiantes. Se observa una brecha entre las identidades reales y digitales de los estudiantes, lo que genera distorsiones en sus valores y significados. Este artículo analiza las características de la educación digital en este contexto, basándose en una revisión teórica de la literatura científica internacional y en la experiencia práctica de la educación complementaria. Los resultados indican que la eficacia de la educación digital depende principalmente de aspectos técnicos, mientras que las dimensiones comunicativas reciben menor atención. El análisis evidencia que la motivación y el compromiso de los estudiantes dependen de la activación a través de métodos digitales, cuyo éxito está vinculado al papel educativo de los docentes. Así, se concluye que el rol del docente es fundamental para potenciar el uso de las herramientas digitales y garantizar la efectividad de la educación digital en el sistema complementario.

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Biografía del autor/a

Alina Musa Kyzy, International University of Kyrgyzstan

International School of Medicine of the International University of Kyrgyzstan (ISM IUK), Bishkek – Kyrgyz Republic. Doctor of Sciences, Professor, Vice-Rector for Academic and Administrative Affairs.

Gulmira Azimova, International University of Kyrgyzstan

International School of Medicine of the International University of Kyrgyzstan (ISM IUK), Bishkek – Kyrgyz Republic. Ph.D. (Economics), Associate Professor at Public Health Department.

Suurakan Kongaitieva, Kyrgyz National University

Kyrgyz National University named after Zhusup Balasagyn, Bishkek – Kyrgyz Republic. Ph.D. in pedagogical sciences, Associate Professor at the Institute of Targeted Training of Pedagogical Staff named after I.Ch. Isamidinov.

Aknazik Karasheva, International University of Kyrgyzstan

International School of Medicine of the International University of Kyrgyzstan (ISM IUK), Bishkek – Kyrgyz Republic. PhD, Associate Professor.

Sezdbek Tashtekeev, Kyrgyz National University

Kyrgyz National University named after Zhusup Balasagyn, Bishkek – Kyrgyz Republic. Senior Lecturer at the Institute of Targeted Training of Pedagogical Staff named after I.Ch. Isamidinov.

Natalia Brovko, Kyrgyz-Russian Slavic University

Kyrgyz-Russian Slavic University named after the First President of the Russian Federation B.N. Yeltsin, Bishkek – Kyrgyz Republic. Professor, Doctor of Economic Sciences.

Natalia Leonova, Voronezh State Agrarian University

Voronezh State Agrarian University named after Peter the Great, Voronezh – Russian Federation. Candidate of Economic Sciences, Associate Professor at the Department of Economics of the AIC.

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