Educational technology and digital skills of teachers and students Vol. 21, No. 2 (July-December 2026)

Posted on 2025-08-06

CONVOCATORIA DE ARTÍCULOS 
Vol. 21, Núm. 2 (julio-diciembre de 2026)

Sección de características especiales

 

Tecnología educativa y competencias digitales de docentes y alumnos.

Tecnología educativa y competencias digitales de docentes y discentes

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Editores temáticos:

  • Dra. Carmen Llorente-Cejudo, Universidad de Sevilla (España)
  • Dra. Margarida Lucas, Universidad de Aveiro (Portugal)
  • Dr. Juan Silva, Universidad de Santiago de Chile (Chile)
  • Dr. Julio Cabero Almenara, Universidad de Sevilla (España)

Enfocar

En las últimas décadas, la alfabetización digital y el uso adecuado de las herramientas tecnológicas en contextos educativos se han convertido en un reto fundamental para la educación universitaria. Por consiguiente, hoy en día, todos los docentes deben demostrar su capacidad para desarrollar procesos de enseñanza y aprendizaje productivos y de alta calidad, basados ​​en el perfeccionamiento de sus competencias digitales. El papel transformador de las tecnologías de la información y la comunicación (TIC) en los procesos educativos subraya la importancia de estas competencias digitales, tanto para la formación docente como para el desarrollo integral del alumnado, fomentando el aprendizaje práctico, el pensamiento crítico y el trabajo colaborativo, entre otros aspectos relevantes.

Descriptores

Este número especial de la revista se centrará principalmente en las siguientes áreas temáticas, aunque estas pretenden ser meramente una guía y podrán ampliarse mediante las propuestas presentadas.

  1. Competencias digitales del profesorado Competencia digital del alumnado
  2. Competencia digital discente
  3. Investigación sobre prácticas innovadoras
  4. Investigación sobre prácticas innovadoras
  5. La digitalización de la educación
  6. Alfabetización digital en la educación
  7. Tecnología educativa y habilidades digitales
  8. Habilidades digitales e inteligencia artificial

Preguntas

A continuación, se presentan algunas preguntas para invitar a la comunidad educativa, las instituciones y los investigadores a participar en el marco de estos temas generales.

  • ¿Qué impacto tiene la adquisición de habilidades de enseñanza digital en la docencia universitaria?
  • ¿Mejora el aprendizaje de los alumnos la formación del profesorado en competencias digitales?
  • ¿Cuáles son las competencias digitales clave necesarias para la formación del profesorado en el siglo XXI?
  • ¿Cuál es la relación entre la competencia digital y la confianza en la integración de herramientas basadas en IA para la enseñanza?
  • ¿Qué limitaciones y áreas de mejora han surgido de los estudios e investigaciones sobre las habilidades digitales del profesorado?

Acerca de los editores temáticos

Dra. Carmen Llorente-Cejudo, Universidad de Sevilla (España), ( karen@us.es ) 

She holds a Bachelor’s degree in Pedagogy, a PhD in Educational Sciences and is a tenured lecturer at the University of Seville (Spain). She is a member of the Department of Didactics and School Organisation at the University of Seville (https://departamento.us.es/ddoe/), and belongs to the Didactics Research Group (GID): Technological and Qualitative Analysis of Teaching and Learning Processes (https://grupo.us.es/gidus/), and the Educational Technology Group (University of Seville) (https://grupotecnologiaeducativa.es/), where she has been teaching since 2006. He has numerous publications and presentations in journals, books, book chapters and at academic conferences, relating to Educational Technology, teacher training in ICT, the use of ICT in education, and the development of active methodologies, such as: “Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education”, “The Pandemic and Changes in the Self-Perception of Digital Competences Among Primary School Teachers: A Cross-Sectional Study”, “Covid-19: a radical transformation of digitalisation in higher education institutions” and “Technology use habits of children under six years of age at home”, amongst others.

She has been a visiting lecturer at various international higher education institutions and has worked as a consultant, technical adviser and international researcher, for example at the University of Arequipa (Peru). She is Co-Principal Investigator of the MEREVIA R&D&I project (PID2022-136430OB7-IOO) “The Metaverse: Extended Reality (Virtual and Augmented) in Higher Education: Design, Production, Evaluation and Development of extended reality programmes for university teaching”, and has been a member of the research team on various educational projects related to Educational Technologies.

She is currently Head of the Department of Teaching and Educational Organisation at the University of Seville.

Dra. Margarida Lucas, Universidad de Aveiro (Portugal), (mlucas@ua.pt)  

Margarida Lucas holds a PhD in Multimedia in Education from the UAveiro, where she is an Auxiliary Researcher. She has been responsible for the translation and adaptation of the digital competence frameworks for Citizens and Educators in Portugal and has coordinated the pilots of the DigCompEduSAT and SELFIEforTEACHERS tools. She coordinated different studies for the Portuguese Ministry of Education regarding the Digital Capacity for Schools and Teachers. She coordinated the design and implementation of the MOOC on digital assessment and acts as educator/trainer on initial/professional development courses. She coordinates the Digital Content Laboratory, which is part of the Research Center for Didactics and Technology in Training of Trainers (CIDTFF). She has been involved in different projects (national and transnational) and has published several scientific works, including on the relation between teaching and learning practices, and digital competence.

Dr. Juan Silva, Universidad de Santiago de Chile (Chile), (juan.silva@usach.cl)  

A state-qualified teacher of mathematics and computing from the University of Santiago de Chile. He holds a Bachelor’s degree in Education (Mathematics and Computing) and a Master’s degree in Computer Engineering, both from the University of Santiago de Chile, and a PhD in Pedagogy (Educational Multimedia Programme) from the University of Barcelona, which he obtained with a grade of ‘outstanding’. His doctoral thesis focused on the analysis of teacher-student interactions in virtual learning environments. He is currently a lecturer in the Department of Education at the University of Santiago and director of the Centre for Research and Innovation in Education and ICT at the same university. He has been involved in the design and implementation of training programmes on the use of ICT in education – delivered through face-to-face, e-learning and b-learning formats – for teachers in schools within the Chilean state education system. He has taught at the University of Santiago, the Metropolitan Technological University and the Central University in various degree programmes and areas related to computing and education. In recent years, he has developed course syllabuses to integrate ICT into initial teacher training, for the Bachelor’s degree programmes in Mathematics and Computing and in Physics and Mathematics, both at the University of Santiago de Chile. He has coordinated consultancy work and research projects in the following areas: the integration of ICT into the curriculum; the pedagogical design and implementation on a virtual platform (Moodle) of online teacher training programmes; policies for the training of coordinators in educational computing; and policies on the convergence of web and TV media for education.

Dr. Julio Cabero Almenara, Universidad de Sevilla (España), (cabero@us.es)  

PhD in Educational Sciences and Professor of Teaching Methodology and School Organisation at the University of Seville. He is director of the Didactics Research Group (GID): Technological and Qualitative Analysis of Teaching and Learning Processes (https://grupo.us.es/gidus/), and of the Educational Technology Group (University of Seville) (https://grupotecnologiaeducativa.es/). He is a member of the Edutec President’s Institute (“Association for the Development of Educational Technology and New Technologies Applied to Education”). Member of the “Andalusian Institute for Research in Educational Technology (IATE)” (https://iate.edu.es/). He has published various books, book chapters and journal articles on a range of topics within Educational Technology (digital skills, augmented and virtual reality, etc.). He has delivered lectures at various European and Latin American universities. Editor-in-Chief of the journal: “Píxel-Bit. Journal of Media and Education” (Scopus Q1). He has led various research projects funded through public calls for proposals: Projects of Excellence, Studies and Analysis, R&D&I, including the following: a) “Design, production and evaluation of a learning environment

2.0 for training university lecturers in the educational use of Information and Communication Technologies”, funded by the Ministry of Science and Innovation through R&D&I projects (reference EDU2009-08893); b) “Augmented reality to enhance training: Design, production and evaluation of augmented reality programmes for university education”, funded by the Ministry of Economy and Competitiveness through R&D projects (reference EDU201457446-P); and c) “The metaverse: extended reality (virtual and augmented) in higher education: design, production, evaluation and training in extended reality programmes for teaching” (PID2022-136430OB-I00). He has served as an international adviser on various research projects in the Dominican Republic. He has received various Spanish and Latin American honours, notably the Medal of the City of Seville.

Instructions and submissions of proposals

«Alteridad» preferably edits empirical research results, written in Spanish, English or Portuguese; Studies and selected reviews of the literature are also admissible (state-of-the-art). For the Miscellaneous Section, various contributions within the educational framework are permanently arbitrated.

Papers must be submitted exclusively through the website of “Alteridad”. The procedure requires that all authors will be registered, although only one will be responsible for correspondence. Two files must be submitted simultaneously:

      1. The paper in accordance with the Publication Rules in «Alteridad».

      2. Cover page and cover letter according to the attached model.

Links

Website of «Alteridad»
Register of authors
Guidelines of «Alteridad»
Cover page and cover letter
Revission protocol

Important dates

Fecha límite de presentación : 2 de marzo de 2026. 
Fecha de publicación: 1 de julio de 2026.