Axiological theory of open and distance

education: A transdisciplinary

didactic approach*

Teoría axiológica de la educación abierta y a

distancia: una didáctica transdisciplinaria

How to cite: Ramírez, J. G. (2025). Axiological theory of open and distance education: A transdisciplinary

didactic approach. Revista Digital de Investigación y Postgrado, 6(11), 27-44. https://doi.org/10.59654/

3zd2xft7

Jairo Gregorio Ramírez**

https://orcid.org/0000-0002-7027-6906

Denver, Colorado / United State

Revista Digital de Investigación y Postgrado, 6(11), 27-44

Electronic ISSN: 2665-038X

Received: July / 2 / 2024 Accepted: August / 13 / 2024

* The article is derived from the Doctoral Thesis conducted at the Universidad Nacional Experimental de Los

Llanos Occidentales Ezequiel Zamora, Barinas - Venezuela.

** Doctoral Student in Education, M.Sc. in Higher Education, Universidad Nacional Experimental de Los Llanos

Occidentales Ezequiel Zamora, Barinas - Venezuela. Associate Professor of the Education Sciences Program, Uni-

versidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora, Santa Bárbara Academic Program,

Barinas - Venezuela. Contact Email: ramgregorz83@gmail.com

https://doi.org/10.59654/3zd2xft7

Abstract

This article presents an axiological theory of Open and Distance Education as a transdisciplinary

didactic approach in university education, focusing on the Santa Bárbara Academic Program in

Barinas, at the National Experimental University of the Llanos "Ezequiel Zamora" (Unellez). With

a qualitative approach and a post-positivist interpretive paradigm, the phenomenological met-

hod was used to explore the subjective experiences of four participating faculty members. Con-

ducted in a b-learning modality, the research integrated Information and Communication

Technologies. In-depth interviews served as the data collection technique, and the analysis was

performed using Atlas.ti 23 software through coding and theorizing. The findings indicate that

faculty members play diverse roles and have significant, valuable experiences within the context

of Open and Distance Education.

Keywords: Axiological theory, open and distance education, transdisciplinary didactics.

Resumen

Este artículo da a conocer una teoría axiológica de la Educación Abierta y a Distancia como di-

dáctica transdisciplinaria en la formación universitaria, enfocándose en el Programa Académico

Santa Bárbara de Barinas, Universidad Nacional Experimental de los Llanos "Ezequiel Zamora"

(Unellez). Con un enfoque cualitativo y un paradigma interpretativo post-positivista, se utilizó

el método fenomenológico para explorar la experiencia subjetiva de cuatro docentes partici-

pantes. La investigación, en modalidad b-learning integró Tecnologías de Información y Co-

municación. Las entrevistas en profundidad fueron la técnica de recolección de datos, y el

análisis se llevó a cabo con el software atlas.ti 23 mediante codificación y teorización. Las con-

clusiones obtenidas indican que los docentes desempeñan roles diversos y poseen experiencias

significativas de gran valor en el contexto de la Educación Abierta y a Distancia.

Palabras clave: Teoría axiológica, educación abierta y a distancia, didáctica transdisciplinaria.

Introduction

Open and Distance Education has experienced significant growth in recent years, driven

by advancements in Information and Communication Technologies. However, despite these

technological developments, this educational modality still faces considerable challenges,

such as a lack of social interaction and student motivation. Additionally, it has traditionally

focused on knowledge transmission without sufficient emphasis on cultivating values and

social skills.

In this context, the present article aims to address the issue of insufficient attention to values in

Open and Distance Education and its impact on individual development. The purpose is to pro-

pose an axiological theory that integrates values into the educational process, promoting com-

prehensive individual development. To achieve this, a literature review is conducted along with

an empirical study analyzing the perceptions of students and teachers regarding the importance

28 Jairo Gregorio Ramírez

Revista Digital de Investigación y Postgrado, 6(11), 27-44

Electronic ISSN: 2665-038X

Axiological theory of open and distance education: A transdisciplinary didactic approach

of values in Open and Distance Education. The objective is to advance university education by

providing a solid theoretical foundation and an enriched understanding from a transdisciplinary

perspective. This approach involves tackling the complexity of modern education and promoting

a holistic approach to professional development.

Methodology

In this context, the purpose of this article is to address the problem of insufficient focus on

values in Open and Distance Education and its impact on individual development. The aim is

to present an axiological theory that integrates values into the educational process and pro-

motes comprehensive individual development. To this end, a literature review is conducted, and

an empirical study is performed to analyze students' and teachers' perceptions of the impor-

tance of values in Open and Distance Education. The objective is to advance higher education

by providing a solid theoretical foundation and a rich understanding from a transdisciplinary

perspective. This approach involves addressing the complexities of modern education and pro-

moting a holistic approach to professional training.

This study examines reality within its natural context, capturing and interpreting phenomena as

they unfold from the perspectives of those involved (Blasco & Pérez, 2007, p. 25). Adopting a

holistic view of the environment and social actors, individuals, environments, and groups are

seen as an interconnected whole. Participants were analyzed in the context of their past expe-

riences and current situations. A post-positivist paradigm was chosen for its emphasis on sub-

jective interpretation, acknowledging the influence of personal perceptions, attitudes, and

well-established scientific theories. This paradigm is inductive and dynamic, presenting a human-

centered, holistic approach that adapts to the needs of the research process.

The phenomenological method was selected to explore “the essential meaning of phenomena,

including their significance and relevance” (Van Manen, 2003, p. 48). This method allowed the

researcher to deeply examine the underlying motivations of events while acknowledging the

dynamic and interactive nature of reality. Each participant was viewed as a communicator who

shared meanings, and the researcher engaged in bidirectional communication. Individuals sha-

ped their understanding of the situation by analyzing and valuing reality in a comprehensive,

descriptive-analytical manner.

The primary data source comprised four key informants who participated voluntarily, contribu-

ting specific characteristics to the study. The research setting was the National Experimental

University of the Western Plains "Ezequiel Zamora" (Unellez), specifically within the Santa Bárbara

Academic Program, located in Santa Bárbara, Barinas state, on the main Zamora I campus,

where Open and Distance Education is implemented using b-learning technology environments,

known as Learning-Teaching Environments (EVEA).

A question guide was developed as a thematic reference, meticulously prepared, and reviewed

to ensure that no questions could lead to responses or cause discomfort during interviews. In-

30 Jairo Gregorio Ramírez

formants were selected based on specific criteria, and interviews were recorded and transcribed.

Theoretical sampling was employed to define the necessary concepts to explore in further in-

terviews. Data analysis techniques included coding, categorization, structuring, comparison,

and theorization (Martínez, 1999, 2006). Theorization was the final stage, where theory was in-

tegrated and refined (Strauss & Corbin, 2002, p. 157).

Results and Discussion

Axiological foundations of open and distance education from a transdisciplinary

and complex didactic perspective

Valuing holistic development: Education is recognized not merely as knowledge transmission

but as a means to foster the comprehensive development of students, encompassing cognitive,

emotional, social, and ethical dimensions (Dewey, 1998; Freire, 2022).

Emphasis on autonomy and responsibility: This approach promotes student autonomy in

the learning process, encouraging self-regulation, decision-making, and a sense of res-

ponsibility toward personal development and the environment (Piaget, 1987; Kohlberg,

1984).

Orientation toward meaning-making: Learning is seen as an active, constructive process, whe-

rein students build their knowledge and meaning through interaction with content, peers, and

the virtual environment. In this process, the teacher serves as a mediator in the Zone of Proximal

Development (Vygotsky, 2014; Bruner, 1966; Ausubel et al., 2012).

Inclusion and equity: This perspective values diversity and aims to ensure equal educational

opportunities for all students, considering their sociocultural contexts, needs, and individual

characteristics. ICT is a key support for self-directed learning (Ladson-Billings, 2022; Nieto,

2019).

Adaptation to the environment and global challenges: It considers the current societal challen-

ges and seeks to develop students who can understand and tackle complex issues, fostering

global awareness, collaboration, and adaptability (Zhao, 2018; Reimers, 2017).

Promoting holistic development and Hhman growth: Open and Distance Education should go

beyond the mere acquisition of technical knowledge and encourage students’ holistic develop-

ment. It is also essential to cultivate emotional, social, and ethical capacities, along with the

ability to think critically and reflect on values and life’s meaning.

Encouraging equity and inclusion: Education should transcend social inequalities, empo-

wering students to understand and transform their realities. This approach also emphasizes

the importance of active student participation and collective knowledge-building (Freire,

2022).

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Electronic ISSN: 2665-038X

Decalogue of principles for open and distance education from a transdisciplinary

and complex didactic perspective

Integration of nowledge: This principle promotes the integration of knowledge from various dis-

ciplines, recognizing that contemporary problems and challenges require multidimensional ap-

proaches (Morin, 2002; Varela et al., 1997).

Systemic approach: It begins with the understanding that reality is an interconnected system

where elements and relationships influence each other (Capra, 2008).

Critical and reflective tinking: This principle encourages the development of critical and reflective

thinking, involving the ability to question assumptions, analyze different perspectives, and eva-

luate evidence (Freire, 2004; Swartz et al., 2014).

Problem-based learning: This principle emphasizes learning through solving authentic and con-

textualized problems. Additionally, the tutor focuses on designing learning processes that allow

students to develop analytical, critical, reflective, and creative strategies, and problem-solving

skills (Barrell, 1999; Barrows, 1986, 1994, 1996).

Dialogue and collaboration: This principle seeks to create spaces for the exchange of ideas, de-

bates, and reflections, promoting diverse opinions and the collective construction of knowledge.

Collaboration between teachers and students, as well as among students, enhances the cons-

truction of meanings and co-creation of knowledge (Senge, 2010).

Awareness of complexity: This principle involves recognizing that reality is complex and consists

of multiple interconnected dimensions (Morin, 2009; Acevedo et al., 2005).

Holistic thinking: This principle aims to understand phenomena, rather than reducing them to

individual parts. It encourages the integration of knowledge from different disciplines and the

ability to establish connections for a more comprehensive, contextualized understanding of re-

ality (Boff, 2011; Maturana & Varela, 2009).

Dialogicity: This principle promotes spaces for dialogue between teachers and students, as well

as among students themselves, where ideas, reflections, and perspectives can be shared. This

enables knowledge exchange and collective construction of meaning (Freire, 2022; Maturana

& Varela, 2009).

Transversality: This principle implies transcending disciplinary boundaries and promoting the

integration of knowledge and skills from different fields (Morin, 2001).

Ethics of complexity: This principle highlights the need to consider ethical values in the educa-

tional process and decision-making. It emphasizes the importance of promoting an ethics of

solidarity, justice, and mutual respect (Morin, 2001, 2006; Boff, 1996; Niculescu, 1996).

Axiological theory of open and distance education: A transdisciplinary didactic approach

32 Jairo Gregorio Ramírez

Information and communication technologies: the key to success in open and

distance education

Among the reasons considered in this axiological theory are the following:

Information storage: ICT enables efficient management of information and its transmission from

one place to another, covering a broad range of solutions. This includes technologies for storing

and retrieving information, sending and receiving information, or processing data to generate

calculations and reports (Ortiz, 2004).

Access to education and information search: ICT breaks down geographical and temporal ba-

rriers, providing access to education for individuals who might otherwise be excluded. This is

especially relevant in rural areas, remote communities, or for those with mobility limitations. ICT

enables the delivery of educational content through online platforms, videoconferences, digital

materials, and more (Alderete et al., 2017; Márquez, 2021).

Interactivity, participation, and communication Tools: ICT offers interactive tools that foster active

student participation. Through online forums, chats, videoconferences, and collaborative plat-

forms, students can interact with peers and instructors, share ideas, debate, and collaborate on

joint projects, enriching their learning experience (Vaqueiro, 2006).

Flexibility in learning: Distance education is characterized by its flexibility, and ICT plays a vital

role in creating flexible learning environments. Students can access materials, follow courses,

and complete assignments at their own time and pace, adapting to their personal or professio-

nal responsibilities (Siemens, 2006; Correa & Juan, 2009).

Feedback and progress monitoring: ICT facilitates immediate feedback and progress tracking,

which supports continuous improvement. Through online platforms, students receive individual

feedback on assignments and evaluations, helping them identify areas for improvement and

closely track their academic progress (Biggs & Tang, 2011).

Didactic experiences in open and distance education

Educators are encouraged to reflect on their teaching experiences, and Open and Distance

Education (ODE) provides a rich landscape for this. In ODE, teachers play a fundamental role in

promoting active student participation and strengthening their professional reputation. Conse-

quently, the discussions and arguments presented in this construct reflect the sentiments, ac-

tions, and decisions drawn from the experiences of academic program colleagues where data

has been explored.

Reflecting on didactic experiences and ODE requires revisiting its concept, as it is commonly

framed in different educational levels, primarily in basic and secondary education in Venezuela.

Thus, the perspectives on teaching implicitly refer to the role of the teacher, viewed from a

Revista Digital de Investigación y Postgrado, 6(11), 27-44

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practical-reflective approach, as the teacher makes decisions on how to conceive teaching

and its use as a complex, multidimensional activity. Teaching, then, is the teacher's specific ac-

tivity, demanding an understanding of the semantic field of teaching and the educator (Ci-

fuente, 2016).

Consequently, didactic experiences hold significant value, meriting analysis within this educa-

tional modality. Various studies support the empirical findings of researchers, and this axiological

theory introduces key elements while acknowledging that others may closely relate to those

presented here. These aspects include:

Valuing experiences: This theory emphasizes the need to acknowledge and value the prior ex-

periences of both students and teachers in ODE as fundamental resources for the teaching-

learning process. It involves considering students' prior knowledge, acquired skills, and personal

experiences as starting points for constructing new knowledge, allowing students to learn flexibly

and apply knowledge in real-world contexts (Monsalve, 2011).

Active participation: In ODE, active participation of students and teachers in knowledge cons-

truction within virtual environments is essential. This requires creating spaces for interaction,

debate, reflection, and collaboration where all participants can contribute ideas, share expe-

riences, and collectively build knowledge (Patru & Khvilon, 2002). Active student participation

positively impacts their didactic experiences (Cifuentes, 2016), enhancing critical thinking and

comprehension while providing more interactive learning activities compared to lecture-based

courses. This positively influences the student experience, enabling knowledge transfer across

any course (Evanick, 2023).

Active learning, where students engage in activities and reflection, is crucial in ODE (Artino,

2007). It involves students doing tasks and contemplating their actions (Bonwell & Eison, 1991).

In ODE, students, following a constructivist learning design, tend to actively participate in various

activities like forums, chats, and teamwork, where participation is especially impactful when ac-

tivities require interactive reasoning and inquiry, such as open-ended questions and research

project design (Izadora et al., 2020).

Meaningful Learning: It is essential for didactic experiences to be meaningful to students, which

requires designing activities and resources that connect academic content with students' realities,

interests, and needs. The goal is for students to see the relevance and applicability of what they

are learning. Distance education alone does not guarantee success; “its potential depends on

how it is integrated into institutional development processes across academic, administrative,

and technological areas” (Moreno, 2012, p. 26).

Flexibility and adaptability: Recognizing the importance of designing flexible and adaptable di-

dactic experiences based on students' diverse circumstances and needs, as well as the demands

of virtual environments. Therefore, options and alternatives should be provided so students can

adapt the learning process to their own pace and style.

Axiological theory of open and distance education: A transdisciplinary didactic approach

34 Jairo Gregorio Ramírez

Learning community: Promoting online learning communities encourages interaction and co-

llaboration among students and teachers, creating virtual spaces to share ideas, discuss, work

on joint projects, and provide mutual feedback. Learning communities foster a sense of belon-

ging, social knowledge construction, and peer support. These communities incorporate suc-

cessful educational practices aimed at social and educational transformation. “Their foundation

lies in the dialogical conception of learning, where knowledge is built through shared interac-

tions” (Álvarez & Torras, 2016, p. 8).

Ethics and values: Considering the ethical dimension in didactic experiences fosters values such

as responsibility, respect, empathy, and solidarity among participants. It is crucial to establish

norms for ethical behavior and interaction in virtual environments, promoting responsible and

ethical conduct in online collaboration. This element aligns with the first construct of this axio-

logical theory.

Technology integration in open and distance education

Technology integration is a crucial aspect in today’s digital era. It offers opportunities to expand

access to education, foster active student engagement, and enrich teaching and learning pro-

cesses. Some key points to consider in this axiological theory include:

Equitable access: Technology can help overcome geographical and socioeconomic barriers by

providing educational access to people who might otherwise lack it. Open and Distance Edu-

cation allows students to access educational materials, resources, and learning opportunities

without physical restrictions. The concept of the networked society represents a new social pa-

radigm that has transformed this educational modality, enabling both educators and students

to enhance their performance and learning experiences according to their own interests through

openly accessible resources (Castells, 2004, 2009a, 2009b, 2010). These authors are essential to

understanding the role of the networked society in promoting access and equity in the digital

age.

Digital resources and tools: Technology provides a wide range of digital resources and tools that

can enrich the educational experience, including online learning platforms, multimedia materials,

interactive simulations, mobile applications, and collaboration and communication tools. Effec-

tive integration of these tools can improve the quality and variety of meaningful learning expe-

riences. Therefore, leveraging this communication potential in Open and Distance Education is

essential for providing students with enhanced learning (Coll & Monereo, 2008).

Additionally, education must advance alongside technological progress, as society has become

inherently technological, particularly in the post-digital context (De Laat & Dohn, 2019). However,

it is essential to recognize that technology can influence educational values and practices, high-

lighting the need for responsible use of technology in educational contexts.

Personalization and adaptive learning: Technology facilitates personalized learning by allowing

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students to progress at their own pace and access materials and activities tailored to their indi-

vidual needs. Adaptive learning systems use algorithms to adjust content and teaching methods

based on each student’s progress and skills.

In this regard, personalization and adaptive learning enable the adjustment of content, activities,

and resources to individual student needs and preferences, resulting in a more meaningful and

engaging learning experience. This can lead to greater motivation and commitment to the edu-

cational process, as well as improved academic performance (González et al., 2018).

It is crucial to acknowledge the vital role that educators play in addressing students' individual

needs to implement Adaptive Learning, where Big Data and Learning Analytics play a key role

(Bosco, 2019b). Currently, artificial intelligence enables personalized learning, improves evalua-

tion efficiency, and fosters innovation in research (Frackiewicz, 2023).

Personalization and adaptive learning also help identify and develop each student’s specific

skills and competencies individually. This involves adjusting the pace, difficulty level, and types

of activities according to each student’s needs and capabilities, contributing to a more effective

and meaningful learning experience. Adaptive learning is a tool for both the student and the

educator (Morillo, 2016).

Collaboration and social learning: Technology provides tools that encourage collaboration and

social learning in virtual environments. Students can interact with peers and instructors through

discussion forums, video conferences, online collaboration spaces, and educational social net-

works. This fosters the exchange of ideas, joint knowledge construction, and the development

of social skills (Wenger, 1998).

Assessment and feedback: Technology offers multiple options for assessment and feedback in

distance education. Educators can use digital platforms to administer online tests, evaluate as-

signments, and provide prompt feedback to students. Tracking and analysis tools can also be

used to collect data on student progress and performance, allowing for more effective adjus-

tments to teaching (William, 2017)

Design of activities and assessment

EThe design of activities and assessment should reflect the interrelationship and integration of

various disciplines and perspectives. It should encourage the exploration of complex problems

and the pursuit of solutions from multiple dimensions (Morin, 2000, 2020). Assessment must

be holistic, considering deep understanding, critical analysis skills, and the ability to address in-

terdisciplinary challenges. Additionally, assessment should be formative and include continuous

feedback to foster ongoing learning and improvement (Dylan & Leahy, 2015).

Similarly, activities should encourage the connection and application of knowledge and skills

from different disciplines, promoting learning transfer. Assessment should be authentic and pro-

Axiological theory of open and distance education: A transdisciplinary didactic approach

36 Jairo Gregorio Ramírez

ject-based, allowing students to demonstrate their understanding and skills in real-world con-

texts. For this reason, effective feedback and self-regulated learning are essential to support

growth and continuous improvement (Hattie, 2009). At the same time, activity and assessment

design should be comprehensive and student-centered, involving multiple intelligences and

fostering connections across disciplines to promote transdisciplinary learning (Gardner, 1995,

2000).

Development of cross-disciplinary competencies in students

From the researcher's perspective, developing cross-disciplinary competencies, such as learning

to learn, autonomy, problem-solving, and effective communication, is essential (Perrenoud,

2007a, 2007b). Equally important is the relationship between students and knowledge within

teacher training contexts, emphasizing the development of competencies like intellectual cu-

riosity, reflective practice, and openness to diverse knowledge and perspectives.

Cross-disciplinary competencies should also include fostering a well-ordered mind capable of

integrating diverse knowledge and perspectives, highlighting the importance of skills like critical

thinking, reflection, and the ability to contextualize knowledge (Morin, 2020). Pedagogical com-

petencies, such as creativity, collaboration, effective communication, and critical thinking, are

also necessary from an innovative, technology-integrated perspective (Carbonell, 2014).

Additionally, in the learning construction process, content re-elaboration mediated by the stu-

dent’s cognitive structure—essentially reconstructing content—is an important competency

(Onrubia, 2005). Another essential competency is joint activity or interactivity (Coll, 2004). Given

the dynamic nature of education in a changing and complex context, the author underscores

the development of transversal competencies such as adaptability, continuous learning, infor-

med decision-making, and uncertainty management as fundamental aspects in student forma-

tion (Fernández, 2009).

Promotion of social values and global citizenship

The researcher suggests considering two key social values, supported by several authors: (a)

Development of Digital Competencies and Digital Citizenship: Online education should address

ethical, legal, and social issues related to technology use, preparing students for responsible

and ethical participation in digital environments (Livingstone & Sefton, 2016). (b) Empowerment

and Civic Engagement through Open Education: This educational modality offers equitable ac-

cess to learning opportunities and promotes collaboration, participation, and knowledge ex-

change, thereby strengthening active citizenship and social commitment (Peters & Britez, 2015).

Teacher’s role as facilitator and guide

The role of the teacher should evolve into that of a facilitator and guide to achieve the follo-

wing:

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Promotion of autonomous learning and knowledge Construction: Teachers should act as facili-

tators, creating a safe and supportive learning environment that encourages students to explore

and discover independently, thus promoting meaningful and enduring learning. In this regard,

autonomous learning and the student’s knowledge construction are key considerations (Roger

& Freiberg, 1996).

Guidance in the learning process and development of metacognitive skills: Teachers should act

as guides, providing support and mediation to help students develop metacognitive skills like

planning, self-reflection, and self-regulation, enabling them to manage their learning effectively

(Vygotsky, 2014). Additionally, teachers may take on roles as researchers, designers of learning

spaces, and, in some cases, as tutors

Conclusions

Regarding the purpose of understanding the theoretical and praxeological foundations of Open

and Distance Education in the university context of the Unellez Santa Bárbara Academic Pro-

gram, it can be concluded that there is a solid scientific basis supporting these foundations.

This basis is continually evolving due to emerging technological advancements in education.

Such technological progress requires teachers to incorporate new tools into the teaching pro-

cess and students to adopt them to enhance their learning. During the pandemic, for instance,

the usefulness of open-access resources became evident, as well as the widespread use of plat-

forms and applications such as Zoom, Google Meet, Skype, Microsoft Teams, WhatsApp, Tele-

gram, and virtual Classroom. These tools have facilitated interaction and the learning process

in a distance education environment, allowing students to participate in online classes and ac-

cess educational resources remotely.

From a praxeological perspective, it is concluded, based on interview data, that informants re-

cognize multiple roles performed by teachers, including: (a) Designer role: Teachers must have

design skills to create instructional materials and organize the virtual environment. They should

also develop activities that encourage self-directed learning, following the constructivist ap-

proach of Open and Distance Education. (b) Facilitator role: Teachers act as facilitators of lear-

ning, promoting interaction between students and teachers, encouraging collaborative work,

and fostering active student participation in the learning process. (c) Guide role: Teachers guide

students through the learning process, providing constant feedback on their performance. Also

notable is: (d) the role of researcher: Teachers continuously seek new ways to improve the tea-

ching and learning process, adapting to students' needs. (e) Mediator role: Teachers act as me-

diators, facilitating communication between students and teachers and resolving conflicts that

may arise in the learning process. (f) Tutor role: Teachers provide individualized support to stu-

dents, guiding them in their learning journey.

Concerning didactic practices from the experiences of students and teachers associated with

Open and Distance Education within the Academic Program, Unellez Santa Bárbara, the follo-

wing significant elements are noted: (a) A multimodal education is offered because it presents

Axiological theory of open and distance education: A transdisciplinary didactic approach

38 Jairo Gregorio Ramírez

various teaching models, including distance, open, and blended approaches. These flexible mo-

dels adapt to the individual needs of students. (b) It is an inclusive education because it provides

access to education for a broad group of individuals who cannot attend educational centers in

person. Through electronic means, such as computers and the internet, participation and inte-

raction between teachers and students are facilitated.

It is also concluded that: (c) It is an interactive education that fosters interaction between stu-

dents and teachers, promoting dynamic and participatory learning. Through technological tools,

voice, image, and visual contact exchange is encouraged in class sessions. (d) It is a flexible

system that promotes ubiquity by offering flexibility in learning format, with options for blended

learning and fully online education. Students can connect and participate in the learning process

from anywhere and at any time, allowing for ubiquity in their educational experience.

In relation to the educational values in the Open and Distance Education teaching-learning

process viable for professional training in the context of higher education in the Unellez Santa

Bárbara Academic Program, it is concluded, based on interview testimonies, that this educa-

tional modality significantly fosters each participant's individual autonomy. Students have the

opportunity to take an active role in their learning process, making decisions, setting goals, and

managing their time responsibly. Moreover, this autonomy transcends the academic realm and

is reflected in all areas and dimensions of students’ lives. This approach contributes to the de-

velopment of autonomous, independent, and responsible individuals who not only excel in their

professional training but also grow as committed citizens and holistic human beings.

Similarly, it is concluded that Open and Distance Education has gained popularity in recent years

due to its flexibility and accessibility. However, for this modality to be effective, a theory that

supports its practice is necessary, one that establishes pedagogical principles and strategies to

guide its implementation. In this sense, the emerging axiological theory focuses on the com-

prehensive development of students, the promotion of ethical and social values, equity, and

adaptation to current challenges. This holistic and integrative vision is based on reflection on

the values and ethical principles that should guide the teaching-learning process. Finally, it is

emphasized that the transdisciplinary and complex perspective of this theory goes beyond

mere knowledge transfer. The importance of values and ethical principles as fundamental guides

in this process is acknowledged, promoting comprehensive education centered on the human

being and their relationship with the environment. Values such as responsibility, honesty, soli-

darity, and respect for diversity contribute to forming critical citizens committed to their su-

rroundings

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