Innovative digital platforms as resources to strengthen learning

Abstract

Introduction: Advances in digital technologies have strengthened the quality, inclusion, and access to learning by complementing educational processes and supporting the continuity of teaching in diverse contexts. In the Chone canton, the effective integration of digital tools in high school faces challenges that impact the quality of learning. Observations at the Espejo Educational Unit confirmed the shortcomings and the need for digital tools to improve the teaching and learning process. This study analyzes the use of innovative digital platforms as resources to strengthen the teaching and learning process for high school students. Materials and methods: The research was conducted using a mixed-methods approach, with a descriptive scope and a cross-sectional design, at the Eugenio Espejo Educational Unit in the Chone canton, Manabí province, with a sample of 25 teachers and 44 students. Semi-structured interviews were conducted with teachers, and an observation checklist was used during academic activities. Results: The results showed that the use of digital platforms increases student motivation and participation in class, fostering more dynamic, collaborative, and active learning. Teachers agreed that these tools generate greater enthusiasm and interest among students. The effectiveness of these tools was found to depend on pedagogical planning and the level of teacher training in the use of technology. Statistical analysis using the Chi-square test (p = 0.025) confirmed a significant relationship between the use of digital platforms and improved active learning, while no statistically significant relationship was found between the use of digital platforms and meaningful learning (p = 0.670) or content comprehension (p = 0.151). Discussion: These results are consistent with previous studies highlighting that the incorporation of digital tools promotes student motivation and academic engagement, as well as with research indicating that the impact of digital platforms depends largely on their pedagogical integration and teachers' digital skills. The limitations identified regarding connectivity and access to devices highlight the need to guarantee equitable conditions. Conclusions: It is concluded that innovative digital platforms constitute a relevant pedagogical resource for strengthening meaningful learning at the high school level, provided that adequate didactic integration and equitable access to technological resources are guaranteed. The teacher's role is fundamental in the implementation of digital platforms, since their pedagogical planning and level of technological training directly influence the effectiveness of these tools.