Pedagogical model for the integration of virtual learning environments in the teaching of Social Sciences in Basic General Education
Keywords:
pedagogical model, virtual environments, didactics, social sciences, basic educationAbstract
Introduction: The integration of virtual learning environments (VLEs) into the teaching of Social Sciences in Basic General Education (EGB) faces the challenge of moving beyond the instrumental use of digital resources toward a systematic pedagogical approach, especially in rural Ecuadorian contexts where connectivity and teacher training gaps persist. Materials and methods: A mixed-methods, descriptive-propositive study was conducted in a rural school in El Oro (Ecuador), with 45 fifth-grade students, 4 teachers, 3 administrators, and 5 expert validators. Likert scales, structured observation, review of lesson plans, and expert judgment were used. Quantitative data were processed using descriptive statistics (Cronbach's alpha reliability >0.85) and triangulated with qualitative analysis. Results: The diagnostic assessment revealed fragmented technological integration: 62% of students disagreed with the curricular suitability of the digital content, 78% reported low interactivity, 70% reported insufficient teacher training, and 58-68% showed no improvement in historical understanding. A pedagogical model was designed based on sociocultural constructivism, critical social studies pedagogy, and a competency-based approach, structured in three dimensions (didactic, technological, and evaluative) and three phases (planning, implementation, and formative assessment). Expert validation achieved acceptance levels exceeding 96% in feasibility, curricular coherence, and alignment with best practices. Discussion: The findings confirm that mere technological availability does not guarantee pedagogical improvements without a guiding framework that articulates curriculum, methodology, and assessment. Conclusions: Digital transformation in primary education requires a structured pedagogical model that moves beyond the instrumental view of virtual learning environments (VLEs), promoting historical thinking, critical citizenship, and digital competence in line with SDG 4.
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