Educommunication: A dialogic

approach to innovate

teaching practice

Educomunicación: enfoque dialógico

para innovar la práctica docente

Lisset Márquez Martínez

https://orcid.org/0000-0001-8667-8354

Plato, Magdalena / Colombia

Revista Digital de Investigación y Postgrado, 6(12), 89-110

Electronic ISSN: 2665-038X

How to cite: Andrade, O. D. J., Márquez, M. L. y Quevedo, B. J. M. (2025). Educommunication: A dialogic

approach to innovate teaching practice. Revista Digital de Investigación y Postgrado, 6(12), 89-110.

https://doi.org/10.59654/z5shzw95

* M. Sc. in Education. Researcher at Universidad Autónoma del Caribe, assigned to the Programa Todos a Aprender

of the Ministerio de Educación Nacional de Colombia. Quality Area of the Departamento del Magdalena. Univer-

sidad Autónoma del Caribe. Email: delmyjanethandrade@gmail.com

** M. Sc. in Education, Universidad Autónoma del Caribe, Barranquilla - Colombia. Universidad Autónoma del Caribe,

Barranquilla - Colombia. Researcher at Universidad Autónoma del Caribe, Teacher assigned to the Institución Luis

Carlos Galán Sarmiento, Plato, Departamento del Magdalena - Colombia. Email: lissetmarquez@hotmail.com

*** M. Sc. in Education, Universidad Autónoma del Caribe, Barranquilla - Colombia. Researcher at Universidad Au-

tónoma del Caribe, Teacher assigned to the Management Area of the Institución Luis Carlos Galán Sarmiento, Plato,

Departamento del Magdalena - Colombia. Email: quevedoborreroj@gmail.com

Received: april / 8 / 2025 Accepted: april / 26 / 2025

https://doi.org/10.59654/z5shzw95

Delmy Janeth Andadre Oviedo

https://orcid.org/0000-0001-6264-749X

Plato, Magdalena / Colombia

Jorge Miguel Quevedo Borrero

https://orcid.org/0000-0001-8130-701X

Plato, Magdalena / Colombia

Abstract

The objective of this study was to establish the importance of Educommunication as a dialogic

approach to innovate teaching practices. It was addressed from five theoretical perspectives:

educational, communicative, media-related, social, and technological. The methodology invol-

ved a documentary review of previous theories and approaches. For this purpose, 42 documents

were selected, focusing on topics such as educommunication, educational innovation, and the

integration of technologies in the classroom. Inclusion criteria were applied, such as open access,

publication between 2010 and 2024, and availability in English and Spanish. Content analysis

and theoretical synthesis were employed. The results showed that educommunication fosters

participatory and critical learning, promotes teaching for empowerment, and cultivates citizens

capable of analyzing, questioning, and producing ethical content. In conclusion, the study high-

lighted the need for teachers to redesign their practices using an educommunicative approach,

incorporating dynamic and inclusive learning experiences that contribute to the development

of collective knowledge.

Keywords: Educommunication, dialogic approach, innovation, teaching practice.

Resumen

Este estudio tuvo como objetivo establecer la importancia de la Educomunicación como enfoque

dialógico para innovar la práctica docente, se abordó desde cinco halos teóricos: educativo, co-

municativo, mediático, social y tecnológico. La metodología correspondió a revisión documental

de teorías y enfoques previos. Para este fin, se seleccionaron 42 documentos, sobre temas de

educomunicación, innovación educativa y la integración de tecnologías en el aula; se utilizaron

criterios de inclusión como: acceso abierto, publicados entre los años: 2010 y 2024, en inglés y

español. Se empleó análisis de contenido y síntesis teórica. Los resultados mostraron que la edu-

comunicación fomenta un aprendizaje participativo y crítico, promueve la enseñanza para el em-

poderamiento y la formación de ciudadanos capaces de analizar, cuestionar y producir contenido

ético. En conclusión, se resaltó la necesidad de que los docentes rediseñen sus prácticas desde el

enfoque educomunicativo, con experiencias de aprendizaje dinámicas e incluyentes que contri-

buyan desarrollar conocimiento colectivo.

Palabras clave: Educomunicación, enfoque dialógico, innovación, práctica docente.

Introduction

Currently, significant weaknesses are observed in educational processes, with one of these pro-

blems being resistance to change in school culture and the educational community at large. In

this regard, Gozálvez and Contreras (2014) point out that innovation in teaching frequently en-

counters traditions and attitudes that favor conventional methods, which limits the implemen-

tation of more participatory and collaborative practices. Meanwhile, Álvarez and Suárez (2023)

maintain that classroom diversity poses the challenge of adapting innovation to be inclusive

86 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

Educommunication: A dialogic approach to innovate teaching practice

and responsive to students' different social and cultural realities. Hence, the lack of a teamwork

culture also hinders the adoption of methodologies that promote collaboration and social in-

teraction, such as project-based learning or collaborative learning.

Within this framework, Aguaded and Martín (2013) highlight that one of the major problems

facing educational systems today is the unidirectional communication that still prevails in many

educational contexts. This creates a barrier that prevents dialogue between teachers and stu-

dents, limiting the development of critical thinking and personal expression skills in learners.

For Barbas et al. (2013), some teachers' lack of communication skills to manage diverse opinions

and perspectives in the classroom can also hinder an environment of openness and respect,

which is necessary for innovation in teaching practices to thrive. Additionally, there is the cha-

llenge of fostering authentic communication in virtual environments, which are sometimes per-

ceived as impersonal and distant.

According to Lara (2016), education today faces problems rooted in the inadequate integration of

media into the teaching-learning process. As a result, many teachers use digital media superficially,

without taking advantage of their potential to develop students' critical thinking and media literacy.

From Caballero's (2022) perspective, overexposure to digital content and the lack of strategies

to filter and critically analyze information make it difficult for students to develop a deep and

responsible understanding of media. This underscores the need to train both teachers and stu-

dents in information analysis skills and in the ethical and conscious use of media.

It is worth noting that according to Hergueta (2017), in the educational field, one of the most

common problems faced is the rigidity in traditional teaching approaches and methods, since

innovation requires flexibility in content and pedagogical methods, but curricular limitations

and standardized assessments may restrict teachers' ability to experiment with new strategies.

For their part, Gil and Marzal (2023) emphasize that the lack of continuous training and professional

development in innovative pedagogical approaches leaves some teachers without the necessary

tools or knowledge to effectively transform their practices. This limits the possibility of creating truly

adaptive learning environments that are student-centered and aligned with their interests.

Nevertheless, Aguaded and Martín (2013) point out that the main problem affecting educational

processes in this era is the digital divide, which impacts both teachers and students and their

families, due to the fact that not all teachers have access to technology or the digital skills re-

quired to effectively integrate it into their practices. Similarly, the technological infrastructure in

some institutions is insufficient or inaccessible, which restricts the implementation of technolo-

gical tools that could enrich learning.

According to Guzmán and Castillo (2022), there is also the risk of decontextualized technology

use, where devices and applications are employed without a clear pedagogical purpose, po-

88 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

tentially creating distractions rather than enhancing learning. All this reveals that current edu-

cation remains marked by unresolved challenges (Bonilla del Río et al., 2018).

Following this line of thought, Koffermann (2023) considers one of the problems to be the lack

of student engagement in the educational process, as traditional methods tend to focus on

unidirectional knowledge transmission, limiting the development of students' critical and com-

municative skills, who need more spaces to express their ideas, question, and reflect.

For Feltrero et al. (2023), there are difficulties related to the limited incorporation of information

and communication technologies (ICT) in teaching in ways that leverage their potential to foster

interaction and dialogue. In many cases, ICTs are used only as support tools without promoting

genuine collaborative learning experiences, which reduces their effectiveness in developing di-

gital and communication competencies.

In this regard, Downer et al. (2015) explain that some teachers struggle to adapt their practices

to meet the needs of today's students, who require more dynamic, participatory, and meaningful

education. Therefore, López et al. (2023) argue that the lack of training in innovative approaches,

such as educommunication, limits teachers' ability to transform their classrooms into spaces for

dialogue and knowledge co-creation, adapted to students' interests and contexts.

According to González et al. (2024), communication problems between teachers and students

persist, affecting the construction of relationships based on trust and mutual respect. This makes

it difficult for students to feel heard and valued in the classroom, which is fundamental for in-

clusive and democratic education. Finally, the lack of pedagogical innovation affects students'

motivation and interest, who may perceive education as something distant from their reality

(Arranz et al., 2024). For all these reasons, this study is considered to provide an opportunity to

explore how a dialogic educommunication approach could transform teaching practices, making

learning more relevant and accessible, and promoting an education where students feel like

protagonists of their own learning process.

In this regard, Aguaded and Pena (2013) propose that educommunication is becoming increa-

singly important today due to its ability to address the needs of more participatory, inclusive

education focused on students' holistic development. This approach integrates communication

into education, promoting pedagogical practices that foster dialogue, critical thinking, and co-

llective knowledge construction - key aspects in a world where students are exposed to a cons-

tant flow of information through multiple media and platforms.

It should be noted that Colombian educational institutions exhibit low student motivation and

participation in the learning process. In many cases, traditional teaching methods focused on

unidirectional knowledge transmission generate disinterest and limited capacity for reflection

and opinion-sharing, restricting participation and critical thinking development. At the social

level, it is common to observe that some students experience difficulties collaborating and wor-

king in teams, which may be related to the lack of methodologies promoting classroom inte-

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

raction and coexistence. This creates a learning environment where individual competition pre-

dominates and, in some cases, conflicts arise among students, hindering a culture of respect

and cooperation.

Similarly, one recurring symptom is the limited communication between teachers and students,

along with teachers' tendency to monopolize classroom discourse. This creates a barrier pre-

venting the establishment of an environment of trust and mutual respect where students feel

safe expressing their ideas and experiences.

Likewise, some teachers show limitations in managing bidirectional communication dynamics,

which can lead to students feeling misunderstood or demotivated, affecting their relationship. It

is also observed that many teachers and students lack skills to critically analyze and use digital

media and information. The lack of adequate media literacy hinders students' ability to discern

between truthful information and misinformation, and many teachers fail to integrate these topics

into their classes, missing the potential of media as tools for critical and contextual learning.

Furthermore, there is little adaptation to students' needs and an absence of methodologies

responsive to their interests and realities. This results in students who find no meaning or re-

levance in what they learn and consequently do not engage significantly in their learning pro-

cess. Additionally, there is scarce ongoing teacher training in innovative pedagogical

approaches, limiting institutions' capacity to meet the demands of modern education adapted

to current times.

Finally, in the technological sphere, a significant digital divide persists. Consequently, many stu-

dents and teachers lack access to technological devices or necessary connectivity, hindering

the use of digital resources in learning. In cases where technological resources exist, they are

often used superficially or as basic support for traditional teaching, without fully leveraging their

pedagogical potential. This situation limits the possibility for both teachers and students to de-

velop digital competencies and practical skills to face the challenges of an increasingly digitalized

world. For all these reasons, this study proposed establishing the importance of Educommuni-

cation as a dialogic approach to innovate teaching practices based on five fundamental theo-

retical dimensions: educational, communicative, media-related, social, and technological.

Methodology

The present study followed the procedures of a documentary review, which involves collecting,

reviewing, and analyzing existing documents such as books, scientific articles, master's and doc-

toral theses, among others (Arias, 2016). This approach is useful for consolidating information

on a specific topic without the need for primary research. Through the review of previous do-

cuments, the study aims to establish a solid theoretical foundation, identify trends, patterns,

and gaps in existing knowledge. In this case, 42 relevant documents were selected on topics

such as educational innovation, educommunication, pedagogical strategies, and the integration

of technology in the classroom, all produced by recognized academic sources.

Educommunication: A dialogic approach to innovate teaching practice

90 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

In this regard, the documents were selected based on specific inclusion criteria. Only academic

books, peer-reviewed scientific articles, and theses that directly addressed topics related to tea-

ching innovation, educommunication, and technological teaching strategies were included. The

documents had to be published between 2010 and 2024 to ensure the timeliness of the infor-

mation. Additionally, only documents in Spanish or English were considered to facilitate com-

prehension and accessibility.

To search for the documents, keywords such as "pedagogical innovation," "educommunication,"

"innovative teaching practices," "educational technology," and "teaching strategies," among ot-

hers, were used and entered into various academic databases, including Google Scholar, Scopus,

ERIC, and JSTOR. This selection of keywords enabled the identification of relevant documents

that comprehensively covered the central themes of the research, ensuring that the articles,

books, and theses were pertinent to the study's objectives.

The analysis of the information obtained from the documents was conducted using various te-

chniques. The primary method was content analysis, which allowed for a detailed review of the

texts, identifying recurring themes, approaches, and trends related to pedagogical innovation

and educommunication. Relevant information was categorized, and the different approaches

found were compared, enabling the identification of key similarities and differences. Additionally,

a theoretical synthesis technique was employed, grouping the main ideas from the reviewed

documents to construct a coherent narrative summarizing the most significant findings.

Results and discussion

Below is an analysis of the documentary review based on the five fundamental

theoretical dimensions

Table 1

Analysis of the Educational Dimension

Theoretical di-

mension Authors Theory Contributions to dialogic

educommunication

Impact on teaching

innovation

Educational Martini

(2020).

It points to potential in-

tegration between edu-

communication and

other fields—such as

technology and peda-

gogy—opening dialo-

gue about how

communication and

education interconnect

within broader con-

texts.

The study critiques tradi-

tional approaches and

opens dialogue about

educommunication's in-

tersection with other

fields like technology and

pedagogy.

Their approach con-

tributes to integra-

ting multiple

perspectives into the

educational process,

promoting flexibility

and adaptation to

new realities.

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

Table 1 (cont.)

Note: Own elaboration (2025).

Theoretical

dimension Authors Theory Contributions to dialogic

educommunication

Impact on teaching

innovation

Educational

Medina

(2024)

It alludes to the trans-

formation of interaction

and communication

forms, promoting an

inclusive paradigm

contextualized within

Latin American realities.

Humanistic education

connects emotions to

mobilize learning.

Allows for innovation

to be approached

from the perspective

of student diversity.

García et al.

(2024)

It explores the signifi-

cance of emotions in

educational processes,

specifically in teaching,

while also addressing

how educommunica-

tion extends beyond in-

formational content.

It suggests that emotional

bonds in the classroom

facilitate meaningful con-

nections with content.

This approach values the

emotional dimension,

fostering a more human

and comprehensive edu-

cational experience.

It suggests that emo-

tional bonds in the

classroom facilitate

meaningful connec-

tions with content.

This approach values

the emotional di-

mension, fostering a

more human and

comprehensive edu-

cational experience.

Miranda &

Sandoval

(2024).

They propose expan-

ding education beyond

traditional classroom

settings, encompassing

both formal and infor-

mal learning contexts.

They propose expanding

education beyond tradi-

tional classroom settings,

encompassing both for-

mal and informal learning

contexts.

Educational barriers

could be overcome

by combining formal

and informal con-

texts and introducing

innovations in inte-

raction spaces.

Anaguano

(2024)

It addresses the cha-

llenges and opportuni-

ties of its integration

into curricula and how

it influences teaching

and learning.

This dialogic approach

helps teachers organize

their teaching methods

flexibly and contextually,

enabling adaptation to

changes and fostering

educational innovation

according to social needs.

Curricular integration

reconfigures and op-

timizes teaching

while improving inte-

raction.

Pac (2024

It offers a philosophical

reflection on educom-

munication in a posthu-

man context, where

technology and new

communication forms

redefine the educatio-

nal process.

It emphasizes reflection

as a means to redefine

teaching practices.

The increasing use of

technologies across

all dimensions of

modern life necessi-

tates migration to

new systems of par-

ticipation and com-

munication.

Educommunication: A dialogic approach to innovate teaching practice

92 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

Table 1 presents the educational perspective from the approach of various authors. In this re-

gard, Martini (2020) considers educommunication as a critique of traditional approaches,

highlighting its potential to integrate and dialogue with other fields such as technology and

pedagogy. This intersection opens a space for educommunication to drive more flexible and

adaptive teaching practices, responding to the changing demands of contemporary society.

Its dialogic approach allows for a greater variety of perspectives, fostering teaching that not

only adapts to change but also challenges educators to constantly question and renew their

methods.

For his part, Medina (2024) contributes to the dialogic approach by promoting an inclusive

pedagogy that addresses cultural and social diversities in the classroom, particularly within

Latin American contexts. By fostering teachers' sensitivity to the local realities of their students,

Medina helps build an innovation framework in which pedagogical practices are contextua-

lized and adapted to the specific needs of each community, making learning more relevant

and meaningful for students.

Similarly, the perspective of García et al. (2024) emphasizes the importance of emotions in

educational processes. This approach not only highlights the value of informational content

but also the emotional connections that can be established in the classroom through Edu-

communication. By integrating the emotional component into teaching, educators can inno-

vate in their practices by creating a learning environment that recognizes the emotional

dimension, facilitating a more human and participatory educational experience.

Likewise, Miranda and Sandoval (2024) propose expanding education beyond the traditional

classroom, exploring both formal and informal contexts. This dialogic approach drives teaching

innovation by enabling continuous and extended education supported by digital platforms

and other interaction spaces. By challenging the physical barriers of the school, this approach

ensures that learning remains active and accessible beyond the classroom, fostering an edu-

cational model in which communication adapts to the needs and contexts of each student.

According to Anaguano (2024), educommunication presents challenges and opportunities

within school curricula, promoting a pedagogical structure that adapts to current demands.

Their dialogic approach provides educators with tools to shape their practices in ways that

make learning contextualized and open to diverse experiences and needs. This approach be-

comes a driver of teaching innovation, as it allows teaching methods to evolve in response

to social and educational changes.

Finally, Pac (2024) offers a philosophical reflection on educommunication in a posthuman

context, exploring how technology redefines the educational process. This approach challen-

ges educators to consider technology not only as a tool but as a new form of interaction and

communication. This dialogic approach promotes innovation that integrates critical and ethical

analysis of technology, preparing students for an increasingly complex digital environment

that demands a reflective stance on the use of technological tools and media in learning.

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

Table 2

Analysis of the communicative dimension

Note: Own elaboration (2025).

Theoretical

dimension Authors Theory Contributions to dialogic

educommunication

Impact on teaching in-

novation

Communicative

Leite, (2013)

Examine the influence

of Paulo Freire’s

thought on educom-

munication, where

dialogue and partici-

pation are foundatio-

nal to educational

communication.

Incorporate the princi-

ples of Paulo Freire's

thought, which empha-

size dialogue and partici-

pation.

Mutual recognition

between teacher-stu-

dent as co-knowers.

Díaz et al.

(2024)

Explores the role of

educommunication in

promoting civic enga-

gement among ado-

lescents in

marginalized commu-

nities.

Supports dialogic edu-

communication through

communicative methods

promoting student be-

longing and social res-

ponsibility.

Moving toward edu-

cator roles that foster

learning and citizens-

hip.

Palacios et

al. (2024)

Educommunication as

a mechanism for fos-

tering social connec-

tedness and civic

engagement in at-risk

youth populations.

Educommunication as a

tool for enhancing social

bonds and civic commit-

ment among at-risk ado-

lescent populations.

Develops classroom

dynamics highlighting

values and social res-

ponsibility in learning.

Morales et al

(2024)

Educommunication

serves as a mecha-

nism for teacher

transformation, provi-

ding strategies to ad-

dress classroom

diversity and promote

inclusive environ-

ments in primary

education.

Dialogic educommunica-

tion can enhance tea-

chers' inclusive practice

by equipping them with

strategies to address

classroom diversity.

Dialogic educommu-

nication can enhance

teachers' inclusive

practice by equipping

them with strategies

to address classroom

diversity.

Cerna (2024)

This paper reviews the

relevance of educom-

munication as a con-

temporary practice in

the field of social com-

munication, exami-

ning its current validity

as a conceptual and

applied framework.

This work positions edu-

communication as both a

relevant and necessary

praxis in the digital age,

emphasizing critical dia-

logic communication for

fostering responsible di-

gital citizenship.

This approach emer-

ges as an innovation

factor, challenging

educators to update

their practices by in-

corporating critical

media and techno-

logy analysis.

Educommunication: A dialogic approach to innovate teaching practice

94 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

Table 2 presents information regarding the communicative dimension, demonstrating how edu-

communication establishes itself as a fundamental dialogic approach for innovating teaching

practices, enabling education to evolve into a more collaborative and critical process. By exa-

mining authors working in educommunication theory and practice, we can identify five key ap-

proaches - communicative, civic, inclusive, belonging, and digital transformation - which offer

unique and complementary perspectives on how educommunication can revolutionize both

teaching roles and classroom learning.

Building on Paulo Freire's foundational principles, Leite (2013) emphasizes dialogue and parti-

cipation as core elements of the communicative approach in educommunication. Freire viewed

education as a process of liberation and empowerment where teachers and students mutually

recognize each other as knowledge subjects, transforming educational relationships into colla-

borative and meaningful spaces. This approach fosters teaching innovation by creating envi-

ronments where continuous dialogue and collective knowledge construction become essential

learning pillars.

From the civic perspective, Díaz et al. (2024) highlight how educommunication can cultivate

civic engagement among youth in disadvantaged contexts, strengthening social belonging and

responsibility. In teaching practice, this translates to educators becoming facilitators who inte-

grate socially relevant themes into classrooms, promoting community participation and deve-

loping students' civic awareness and social commitment.

Palacios et al. (2024) expand this approach by framing educommunication as a tool for social

cohesion and civic engagement. Their classroom methodology emphasizes values and social

commitment, enabling students to develop critical participatory awareness. This transforms tea-

ching practices by focusing not just on academic content but on nurturing critically engaged

citizenship.

Morales et al. (2024) examine educommunication's role in teacher professional development,

particularly regarding educational inclusion. Their work equips educators with dialogic tools to

address classroom diversity, creating inclusive learning environments in primary education. This

drives teaching innovation by helping educators adapt practices to incorporate multiple pers-

pectives, benefiting all learners.

Finally, Cerna (2024) explores educommunication's relevance in our digitalized world, particularly

for developing responsible digital citizenship. This approach advocates not just for technology

use but for critical reflection about it, encouraging ethical engagement with digital media. For

educators, this means updating methods to include media literacy and technology analysis,

helping students develop both technical skills and ethical understanding of their digital society

participation.

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

Table 3

Analysis of the media dimension

Theoretical

dimension Authors Theory

Contributions to dia-

logic educommuni-

cation

Impact on teaching

innovation

Santos et al. (2023)

It examines edu-

communication in

the hyperconnecti-

vity era, proposing

an education

oriented toward

freedom and criti-

cal citizenship. In-

formation overload

necessitates capa-

bilities to question

and analyze mes-

sage content.

Their approach

highlights edu-

communication's

potential to empo-

wer individuals,

particularly within

information-satu-

rated media envi-

ronments. In this

regard, educom-

munication beco-

mes a means to

develop critical

and reflective citi-

zens capable of

analyzing and

questioning their

media landscape..

This approach has

a significant im-

pact on teaching

innovation by pro-

moting the crea-

tion of educational

spaces that foster

critical reflection

and student parti-

cipation. Educators

are called to trans-

form their practi-

ces to integrate

critical thinking

processes into

their classrooms.

Coslado (2012)

It examines the de-

velopment and

theoretical approa-

ches of educom-

munication, as well

as the challenges it

faces in an increa-

singly interconnec-

ted world. The

study underscores

the need to adapt

educommunica-

tion principles to a

digital and globali-

zed context

It emphasizes the

importance of stu-

dents developing

the ability to un-

derstand, analyze,

and produce mes-

sages across di-

verse formats and

platforms. This

highlights edu-

communication's

role in cultivating

media competen-

cies within an inter-

connected world.

Innovation com-

pels educators to

adapt their practi-

ces, focusing on

developing stu-

dents' capacity to

interpret and pro-

duce information

within digital envi-

ronments.

Cárdenas et al.

(2024)

It focuses on the in-

tersection between

educommunication

and digital skills,

where technology

plays a central role

in learning.

Educators who in-

tegrate communi-

cation technologies

and tools foster in-

teractive and te-

chnology-enhance

d learning.

Innovation fosters

an environment

where educators

teach not only con-

tent but also digital

skills.

Educommunication: A dialogic approach to innovate teaching practice

96 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

Tabla 3 (cont.)

Note: Own elaboration (2025)

Table 3 presents information regarding the media dimension. Santos et al. (2023) explore how

educommunication can empower students in the era of hyperconnectivity. In an information-

saturated environment, educommunication has the potential to form critical and reflective citi-

zens capable of analyzing and questioning their media environment. In this sense, they propose

creating educational spaces where students feel motivated to actively participate in their lear-

ning, fostering more dynamic education connected to social reality. Thus, the impact on teaching

innovation lies in educators transforming their practices to integrate critical thinking processes,

facilitating media analysis and promoting participatory education.

For his part, Coslado (2012) emphasizes the need to adapt educommunication principles to a

Theoretical

dimension Authors Theory

Contributions to dia-

logic educommuni-

cation

Impact on teaching

innovation

Mediatic

Crovi (2024)

The study examines

factors influencing

educational com-

munication in the

post-pandemic era,

highlighting the im-

portance of effec-

tive digital training

in higher educa-

tion.

It emphasizes the

importance of stu-

dents not merely

accessing online in-

formation but en-

gaging with it

critically and ethi-

cally.

Teaching innova-

tion lies in educa-

tors' ability to

effectively integrate

digital tools, ensu-

ring that students

not only receive in-

formation but also

analyze and use it

ethically.

Paz (2024)

Educommunication

is addressed as a

fundamental stra-

tegy for developing

transversal compe-

tencies in university

students.

Students develop

skills that transcend

specific subjects,

such as critical thin-

king and teamwork

abilities, which are

essential for their

success in both edu-

cational and profes-

sional contexts.

Educators must in-

corporate edu-

communicative

strategies that fos-

ter the develop-

ment of these

transversal compe-

tencies.

Romero et al.

(2024)

They highlight the

role of Media and

Information Lite-

racy (MIL), a key

component of

educommunica-

tion for promoting

critical analysis.

Students must de-

velop the ability to

critically analyze,

interpret, and

create content,

thereby acquiring

key competencies

to become infor-

med and active ci-

tizens.

Students must de-

velop the ability to

critically analyze,

interpret, and

create content,

thereby acquiring

key competencies

to become infor-

med and active ci-

tizens.

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

digital and globalized context, where students must be able to understand, analyze, and pro-

duce messages across different formats and platforms. This approach reflects the importance

of developing media competencies in an interconnected world where digital skills are essential.

Consequently, teaching innovation requires educators to adjust their methods to favor learning

that focuses not only on traditional content but also on critical media interpretation and infor-

mation production in digital platforms.

Cárdenas et al. (2024) focus on the relationship between educommunication and digital competencies.

They suggest it is fundamental for improving students' digital skills development, particularly relevant

in an educational context where technology plays a central role in learning. In this case, teaching in-

novation implies educators adapting their methodologies to include communication technologies

and tools, promoting more interactive learning centered on developing critical digital skills.

Similarly, Crovi (2024) analyzes factors affecting educational communication in the post-pan-

demic era, highlighting the need for effective digital training. That is, students should not only

access online information but also interact with it critically and ethically. Therefore, this approach

promotes teaching innovation involving effective integration of digital tools, ensuring students

not only receive information but can also analyze and use it ethically and reflectively.

Likewise, Paz (2024) presents educommunication as a fundamental strategy for developing

transversal competencies such as critical thinking, creativity, and teamwork. These skills are es-

sential for academic and professional success in the current context, where labor and academic

demands require competencies beyond specific knowledge. Consequently, teachers must in-

corporate educommunicative strategies that not only teach content but also develop life skills

and teamwork abilities, essential for students' comprehensive education.

Finally, Romero et al. (2024) emphasize Media and Information Literacy (MIL), a key component of edu-

communication that focuses on the ability to interpret and analyze information in media environments.

Table 4

Analysis of the technological dimension

Theoretical

dimension Authors Theory Contributions to dialogic

educommunication

Impact on teaching in-

novation

Tecnologic

Prieto

et al.

(2024)

They explore how educommu-

nication can empower students

in the hyperconnectivity era.

Within information-saturated

environments, educommunica-

tion holds the potential to cul-

tivate critical and reflective

citizens capable cape of analy-

zing and questioning their

media landscape.

This approach promotes

the creation of educatio-

nal spaces where stu-

dents feel motivated to

actively participate in

their learning, fostering

more dynamic education

that is connected to so-

cial reality.

The impact on tea-

ching innovation lies in

educators' need to

transform their practi-

ces by integrating criti-

cal thinking processes,

facilitating media

analysis, and promo-

ting participatory edu-

cation.

Educommunication: A dialogic approach to innovate teaching practice

98 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

Table 4 (cont.)

Note: Own elaboration (2025).

Table 4 presents a technological perspective. Prieto et al. (2024) discuss how educommunication,

in a hyperconnected context, can empower students by helping them become critical and re-

flective citizens who actively analyze and question their media environment. This approach not

only emphasizes the importance of critical reflection but also active participation in the learning

process, serving as a strategy to connect education with contemporary social reality. In this con-

text, teachers must transform their educational practices to integrate critical thinking and media

analysis, which not only facilitates learning but promotes the development of individuals more

engaged with their environment.

Rodríguez et al. (2024) emphasize the need to adapt educommunication principles to a digital

context, where students must learn to navigate information-saturated environments by unders-

tanding and producing messages across various platforms. This technological aspect highlights

the relevance of developing media competencies, including essential digital skills for analyzing,

interpreting, and producing information - all formatted to help students operate in an inter-

connected world. Consequently, teaching innovation becomes necessary for educators to adjust

traditional methodologies and favor education that's not only based on academic content but

also on students' critical capacity regarding media and digital platforms.

Conclusions

After reviewing multiple documents, we conclude that from an educational perspective, educommu-

nication promotes participatory learning where students are not just information recipients but active

protagonists in knowledge construction. This methodology fosters environments prioritizing reflection

and critique, enabling students to develop cognitive and emotional skills that prepare them for modern

world demands. Interactivity and critical thinking become fundamental components of the educational

Theoretical

dimension Authors Theory Contributions to dialogic

educommunication

Impact on teaching

innovation

Tecnologic

reflective citizens capa-

ble of analyzing and

questioning their media

landscape.

Rodríguez

et al.

(2024)

It highlights the need to

adapt educommunica-

tion principles to a digi-

tal and globalized

context, where students

must be capable of un-

derstanding, analyzing,

and producing messa-

ges across different for-

mats and platforms.

It reflects the importance

of developing media lite-

racy competencies in an

interconnected world

where digital skills are es-

sential.

Educators are required

to adapt their teaching

methods to promote

learning that aligns with

the digital age.

Revista Digital de Investigación y Postgrado, 6(12), 85-103

Electronic ISSN: 2665-038X

process, fostering more meaningful and relevant learning.

In the communicative dimension, educommunication strengthens teacher-student relationships

through constant dialogue. This approach emphasizes the importance of bidirectional communication

that favors expression and idea exchange. By integrating different communication forms, students

can express thoughts, reflect on content, and share diverse perspectives, creating more inclusive and

participatory learning environments. This dialogic classroom relationship also allows educators to ad-

just pedagogical practices according to student needs and interests.

From the media perspective, educommunication stands out for its ability to develop students' critical

awareness of media. In an information-saturated era, the ability to analyze, question, and create media

content is essential. Through this approach, students learn not only to consume information reflectively

but also to produce content ethically and responsibly. This process transforms them into more infor-

med and active citizens capable of making well-founded decisions in a global media context.

In the social dimension, educommunication focuses on inclusion, favoring collective knowledge

construction that values students' diverse social and cultural realities. Here, education becomes

a tool for social transformation, enabling students to participate in creating solutions to pro-

blems they face. Dialogic interaction also facilitates creating inclusive learning communities that

promote equity and respect for differences.

Finally, from the technological perspective, educommunication adapts to the digital tools cha-

racterizing our contemporary era. Technology integration in classrooms allows students not

only to access information more efficiently but also to develop essential digital competencies.

This approach fosters more interactive and collaborative learning while preparing students to

actively participate in a digitalized world.

Conflict of Interest: The authors declare no conflicts of interest.

Contributions: Delmy Janeth Andadre Oviedo identified and theoretically contextualized the

problem, Lisset Márquez Martínez designed the methodology and reviewed literature, and

Jorge Miguel Quevedo Borrero established the conclusions, highlighting this as teamwork.

Informed Consent: Not applicable.

Data Availability Statement: Not applicable.Contributions: Delmy Janeth Andadre Oviedo

identified and theoretically contextualized the problem, Lisset Márquez Martínez designed the

methodology and reviewed literature, and Jorge Miguel Quevedo Borrero established the con-

clusions, highlighting this as teamwork.

Informed Consent: Not applicable.

Data Availability Statement: Not applicable.

Educommunication: A dialogic approach to innovate teaching practice

100 Delmy Janeth Andadre Oviedo, Lisset Márquez Martínez and Jorge Miguel Quevedo Borrero

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Educommunication: A dialogic approach to innovate teaching practice