Influence of information and

communication technologies on

the university professional

training process

Influencia de las tecnologías de información y

comunicación en el proceso de formación

profesional universitaria

125

Ezequiel Landinez Blanco*

https://orcid.org/0009-0002-2360-984X

El Piñal, Táchira state / Venezuela

Revista Digital de Investigación y Postgrado, 6(12), 125-134

Electronic ISSN: 2665-038X

How to cite: Landinez, B. E. (2025). IInfluence of information and communication technologies on the

university professional training process. Revista Digital de Investigación y Postgrado, 6(12), 125-134.

https://doi.org/10.59654/7nzg9f69

* This work has been carried out within the framework of the doctoral program in education at the Universidad Na-

cional Experimental de los Llanos Occidentales Ezequiel Zamora (Unellez).

**PhD Candidate in Education, Unellez, Barinas – Venezuela. Magister Scientiarum in Education Sciences Specialization:

University Teaching. Tenured Professor Universidad Nacional Experimental de Los Llanos Occidentales "Ezequiel

Zamora" El Piñal – Venezuela. Email: landinez2014@gmail.com

Received: april / 22 / 2025 Accepted: may / 13 / 2025

https://doi.org/10.59654/7nzg9f69

Abstract

This study examines the influence of Information and Communication Technologies (ICTs)

on higher education professional training, highlighting their potential to enable flexible,

personalized, and interactive teaching-learning methods. Through systematic literature re-

view, the research analyzes the reconfiguration of university educational environments, re-

vealing: (a) faculty efforts to implement technology-based teaching models, (b) persistent

gaps in teachers' digital-pedagogical competencies for effective strategy design, and (c)

the urgent need to update teaching profiles to meet student expectations. The findings de-

monstrate a contrast between technological adoption and actual pedagogical integration.

From a pragmatic perspective, the study concludes universities must: Critically incorporate

emerging technologies. Redesign ICT-based teaching strategies. Ensure continuous teacher

training aligned with current trends. The research emphasizes the ongoing challenge of

balancing technological innovation with educational quality, proposing targeted faculty de-

velopment as key to bridging the gap between technology access and meaningful peda-

gogical application

Keywords: process, training, update, information and communication technologies.

Resumen

Este estudio analiza el impacto de las TIC en la formación universitaria, destacando su potencial

para favorecer métodos flexibles y enseñanza personalizada. Mediante revisión sistemática de

literatura, se examina la reconfiguración del entorno educativo, identificando la necesidad de

adaptación docente-estudiantil en contextos tecnológicos. Los hallazgos revelan: (a) esfuerzos

docentes por implementar modelos tecnopedagógicos, (b) brechas en competencias digitales

y didácticas para diseñar estrategias efectivas, y (c) la urgencia de actualizar el perfil docente

ante demandas estudiantiles. Concluye pragmáticamente que las universidades deben: Integrar

críticamente tecnologías emergentes. Rediseñar estrategias pedagógicas con TIC, Garantizar

formación continua alineada a tendencias actuales. El estudio subraya el desafío permanente

de equilibrar innovación tecnológica con calidad educativa, proponiendo como eje central la

capacitación docente para cerrar brechas entre adopción tecnológica y su aplicación pedagó-

gica significativa

Palabras clave: proceso, formación, actualización, tecnologías de información y comunica-

ción.

Introduction

In recent decades, ICT advancements have become increasingly evident due to their widespread

use across various contexts. The continuous technological changes characterizing the 21st cen-

tury demand ongoing technological training processes in different domains, including educa-

tion. Here, university teaching praxis necessitates reevaluating the didactic, pedagogical, and

126 Ezequiel Landinez Blanco

Revista Digital de Investigación y Postgrado, 6(12),125-134

Electronic ISSN: 2665-038X

127

methodological knowledge guiding instructional practices.

Consequently, it becomes imperative to assess how emerging technologies are reshaping higher

education and how such innovations influence learning. This study therefore aims to analyze

ICT's influence on university education while identifying opportunities and challenges in techno-

logical competencies amid these innovations.

Equally important is educational technology's role in training human talent for professional per-

formance and its implications for 21st century knowledge societies. "An estimated 80% of higher

education institutions worldwide have implemented some form of emerging technology in their

academic programs" (Espinoza et al., 2024, p. 3).

Contextually, university education adopts emerging technologies as strategic alternatives to

overcome temporal and spatial limitations. Institutions are implementing online learning plat-

forms, advanced learning management systems, and collaborative tools, among others, facili-

tating autonomous learning. Artificial intelligence advancements also generate expectations for

reshaping educational methodologies. "These forthcoming transformations will drive paradig-

matic changes in science's structure" (Arbeláez et al., 2021, p. 6).

This educational approach draws from constructivist learning theories, which demonstrate know-

ledge construction through technological resource interaction in social and pedagogical pro-

cesses. Vygotsky's social learning theory proves particularly relevant, where constructive

interaction through educational technologies becomes increasingly common. "This theory main-

tains that learning results from individual-environment interaction" (Ortiz, 2015, p. 8).

Key findings reveal how technological innovations enhance educational quality, though success

depends on implemented pedagogical models. Neuroscience contributions highlight motiva-

tion's substantive influence in training processes, while gamification strategies (video games,

etc.) enable transversal competency development.

These developments lead to a crucial conclusion: the progressive ICT integration into pedago-

gical processes requires adaptation time due to existing gaps between technological advance-

ments and educators' immediate technical capacity for implementation. Epistemologically,

constructivist and connectivist paradigms manifest through educational technology applications.

Finally, COVID-19 exposed pedagogical weaknesses while accelerating ICT adoption in profes-

sional university training.

Methodology

La investigación aplica el enfoque cualitativo, se utiliza el método analítico sintético, con la in-

tención de escudriñar, desentrañar y comprender el impacto de las TIC en el This research em-

ploys a qualitative approach, utilizing the analytical-synthetic method to thoroughly examine,

investigate, and understand the impact of ICTs on the pedagogical process of professional trai-

Influence of information and communication technologies on the

university professional training process

128 Ezequiel Landinez Blanco

ning in contemporary university institutions. For this purpose, a comprehensive literature review

and analysis was conducted to: identify research areas with demands in the context of educa-

tional technology, reveal weaknesses in technology use or application, highlight gaps in peda-

gogical processes, examine existing trends and expectations in techno-educational contexts.

In the course of the research, a careful review of academic literature and relevant theories was

conducted to substantiate the study. In this process, works were selected considering specific

criteria such as: application of the study methodology, relevance, timeliness, and perspectives.

On the contrary, studies showing limitations or inconsistencies in the applied methodology,

those with weak relevance, and those presenting high bias were not considered. From this re-

view, a set of contributions, challenges, and reflections that integrate the research topic are va-

lued.

Results and discussion

Technological advancements have immersed educators, prompting significant changes in their

roles, academic management, and communication. Consequently, teachers are assuming new func-

tions as guides, mediators, facilitators, and motivators in meaningful and relevant learning processes

through educational technologies. This perspective highlights how the teacher's profile becomes a

crucial factor in training processes, necessitating its continuous evolution.

From a historical viewpoint, the conservative teacher profile regarding ICT use is gradually disap-

pearing due to these technologies' requirements in educational praxis (Pagés, 1994), along with

their rapid expansion and application across multiple social spheres. Consequently, educational te-

chnologies have evolved to the point of adopting new paradigms, requiring teachers to perma-

nently integrate these technologies into their pedagogical practice through various strategies (Ferrés

et al., 2013).

Additionally, the study reveals an existing perception that overestimates young people's attraction

to screens and exaggerates their influence, while simultaneously perceiving students as having low

learning interest. However, the emotional impact generated during screen and mobile device in-

teractions in learning processes is rarely considered, despite belonging to students' emotional di-

mension that significantly affects pedagogical processes. Therefore, teachers must incorporate

emotionally constructive strategies in their planning.

Some studies reveal the importance of implementing classroom didactic experiences through te-

chnological resources and collaborative strategies, successfully demonstrating how students awaken

interest, make their work visible, and project their knowledge (Jiménez et al., 2018). This process

becomes possible through innovative and effective pedagogical strategies across curriculum areas,

along with ongoing teacher training programs that must timely incorporate each technological

advancement with educational relevance.

This situation reflects the growing importance of teachers' digital competence - their ability to ef-

Revista Digital de Investigación y Postgrado, 6(12),125-134

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fectively integrate digital technologies into pedagogical practice. However, educational praxis still

shows limitations preventing optimal training processes, such as deficiencies in teachers' digital

skills training and the rapid evolution of these technologies.

A training gap exists among university faculty regarding digital competencies, as their current te-

chnological skills often don't meet classroom requirements... Concerning digital competencies (Ba-

rragán et al., 2021, p.12).

Consequently, ICTs' evolution and expansion have significantly impacted various social areas,

including education, demanding teachers incorporate these technologies into their practice.

These contribute to better academic performance and provide skills for active participation

in different contexts (social, professional, academic, cultural). Therefore, technological trai-

ning represents both an educational requirement and opportunity, considering human po-

tential, trends, expectations, and opportunities across professional contexts.

Other researchers highlight the importance of emotions and motivation as determining factors in

technology use, while cautioning that success will always depend on the pedagogical strategies

applied (López et al., 2021). In this scenario, once again the teacher becomes the protagonist in

the training process, as they must guide, motivate, articulate, and coordinate the development of

pedagogical activities, including strategies that in educational practice manage to stimulate each

student's motivation levels. Furthermore, this planning must be consistent with the motivation stra-

tegy but alternate in the activities to be developed to prevent repetition from becoming a factor

with the opposite effect on motivation.

It is pertinent to note that motivation becomes more demanding at the university level, as it co-

rresponds to andragogical approaches. This level requires teachers with high creativity, imagination,

and innovation capacity to create and recreate highly effective strategies through the use of edu-

cational technology. For this reason, university teaching becomes a highly dynamic and interactive

process, with implications that involve all social actors participating in the training process.

Another important factor to consider in the educational field is the impact of COVID-19, as it sig-

nificantly boosted the use of ICTs following the implementation of global isolation measures. This

phenomenon practically conditioned educational practice to the use of technological resources in

educational processes. Additionally, it revealed vulnerable aspects in teachers' profiles regarding

the use of educational technologies, thus showing the need for training and opportunities for im-

provement.

In a world where the COVID-19 pandemic has revolutionized numerous aspects of daily life, higher

education has been no exception. The redefinition of post-pandemic professional training is one

of the most critical aspects, highlighting the need to adapt educational approaches to the new re-

alities of the labor market and social demands (Ramones et al., 2024, p. 2).

The COVID-19 pandemic changed the current educational system and career perspectives,

Influence of information and communication technologies on the

university professional training process

130 Ezequiel Landinez Blanco

as well as the education of future generations, implying the creation of new educational

policies, as well as new training plans and strategies (Niño et al., 2021). Essentially, the use

and application of these tools should be a daily practice in teacher training and perfor-

mance, not just as an option in times of contingency.

Now, in a constantly innovating technological context, university teachers must strategically and

permanently foster students' critical and creative thinking as a consequence of technology's impact

on the reconfiguration of various fields of knowledge. This implies that new professionals will face

unforeseen challenges but with better conditions and expectations for their performance. In light

of these scenarios, teachers face the challenge of connecting with digital native students (González

et al., 2022).

The cited study reveals the need and importance of effectively responding to the demands of digital

native students. For this reason, each teacher must manage and develop training and updating

strategies in the technological context, as it is not only a necessity but also a requirement. Respon-

ding effectively to these demands makes the progress and consolidation of the educational process

more effective.

Consequently, this scenario also demands the design and implementation of educational policies

that contribute to strengthening communication and interaction processes through adaptation in

virtual environments, technological resources, devices, connectivity, logistical services, and infras-

tructure, facilitating professional training processes to achieve objectives.

In another contribution, the cited study shows how, through video game strategies, students ma-

nage to put transversal competencies into practice. They also recognize the importance of deci-

sion-making, their capacity for criticism and self-evaluation, teamwork coordination, interpersonal

and communication skills, as well as the ability to recognize limits, apply norms, and theories in

practice within the educational framework.

This advancement in technologies requires a review of educational policies, as it demands the adap-

tation of curricula, programs, and audiovisual media that can foster the pedagogical process

through interactive strategies in virtual environments. Although it seems more suitable for preschool,

primary, and secondary levels, recent studies also demonstrate the usefulness of gamification at

the university education level.

On the other hand, the level of ICT knowledge applied in academic activities, as well as the intensity

of use post-pandemic, reveal the importance of technological resources at the university level (Del-

gado et al., 2023). Thus, students' perceptions show variability in technological competency know-

ledge, with 84% citing social networks as the component where they have the highest level of

knowledge, while 16% do not consider this component as the main one in their technological re-

source knowledge. In tools such as email, video conferencing, and chat, the knowledge level is

81%, while 19% are unfamiliar with these tools. Therefore, "the effective integration of ICTs in edu-

cational processes is a topic that has gained increasing relevance in recent years, given the profound

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changes and social transformations derived from the digital revolution" (Ruiz, 2024, p. 1).

It is worth noting that instant messaging and social media interaction are permanently used tools

in social, academic, and professional contexts. For this reason, the management and application of

these tools has become a requirement in nearly all fields of human activity. Consequently, effective

use of these technologies guarantees successful training processes and provides excellent advan-

tages in professional practice.

Similarly, 80% of students acknowledge that search engines rank third in their knowledge of te-

chnological resources, while 20% do not recognize them. It is pertinent to highlight the impor-

tance and usefulness of recognizing and utilizing search engines on the web, as they represent

an extraordinary advantage in information retrieval and access. On the other hand, knowledge

of teaching platforms stands at 79%, while 21% confirm unfamiliarity. Therefore, "universities

must transition toward more collaborative and student-centered models" (Pérez et al., 2021, p.

1).

When considering professional software and specialized packages, only 35% demonstrate know-

ledge, while 65% lack familiarity. Regarding the creation of virtual materials and online resources,

32% are aware of them, whereas 68% do not know these tools. As for image, audio, and video

editing software, 31% possess knowledge, while 69% show no familiarity and thus do not use these

tools. Finally, in data analysis software, 19% have knowledge, and 81% report no experience. In this

regard, some studies indicate that "students from families with lower educational levels have fewer

opportunities to use digital technologies" (Pérez et al., 2021).

The assessment reveals that knowledge of general-use tools reaches 81%, which can be considered

high but improvable. However, in professional software, specialized packages, online resources,

and multimedia editing, it drops to 33%, indicating a clear weakness and a loss of opportunities in

human talent development within the technological component. In this sense, ICT competency

becomes essential, comparable to traditional literacy. "Technological literacy has become a funda-

mental element; the lack of digital skills leads to a new form of illiteracy: digital illiteracy" (Murillo et

al., 2024, p. 3).

After the pandemic, university students' frequency of ICT use shows 88% engagement with basic

office tools (Word, Excel, PowerPoint), while 12% do not use them. Similarly, researchers highlight

that 79% utilize ICTs primarily for social media (Facebook, Instagram), including communication

tools, apps, web search engines, and online learning platforms for remote academic work. Resear-

chers argue that the COVID-19 pandemic forced more frequent use of these technologies in aca-

demic activities (Núñez et al., 2021).

These advancements demonstrate the need to strengthen technological training processes in edu-

cation, particularly in professional software, specialized packages, online resources, and multimedia

editing, as this can significantly enhance educational praxis and make professional training more

efficient. Additionally, it provides an opportunity to develop human talent potential.

Influence of information and communication technologies on the

university professional training process

132 Ezequiel Landinez Blanco

Conclusions

The rise of technologies and their influence in the educational field is undeniable, becoming

even more notable after their boost and utility during the pandemic period. At the university

level, the acceptance of ICTs is evident, given their multiple benefits in the pedagogical pro-

cess. However, weaknesses persist in teachers' didactic competencies for their use and appli-

cation, revealing gaps between teaching competence and the rapid innovation and

advancements of these technologies. This calls for strategies aimed at training university tea-

chers in virtual environments, as well as in the use and application of educational technology

resources.

Additionally, it can be noted that the rapid technological evolution demands that educational

institutions update and adapt their policies, programs, and infrastructure. This is because te-

chnological literacy in university education goes beyond the mere incorporation of digital tools

into the educational process—it requires rethinking traditional teaching and learning metho-

dologies to effectively address demands, leverage the opportunities offered by the digital en-

vironment, and harness the potential of human talent. Therefore, effective integration and

application of ICTs in university teaching are necessary to ensure transitions toward new com-

petency-based models or approaches grounded in ICT innovation, elements that must remain

a permanent fixture in the context of higher education.

Finally, it is crucial to develop a didactic framework based on ICTs as a catalyst for transforming

university education. This will enable institutions to embrace changes and challenges, as well

as respond to demands and requirements, in line with the opportunities and expectations of

the knowledge society in an increasingly interconnected world.

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