Pedagogical mediation and digital technologies on pervasive learning among university students

Abstract

The integration of digitization and computer technologies into education has become increasingly relevant, prompting the exploration of their impact on students’ learning effectiveness. The aim of the study was to elucidate the relationship between pedagogical mediation facilitated by information and communication technologies (ICTs) and its effect on pervasive learning. Employing a quantitative research design, the study utilized analysis, interpretation, design, and pedagogical experimentation methods. A correlational study involving a stratified probability sample of 246 students was conducted to examine this relationship. Results revealed a moderate, statistically significant correlation between general pedagogical mediation and pervasive learning. The study identified specific types of mediation – personal, disciplinary, didactic, and instrumental – that are positively correlated with universal learning. These findings highlight the significant association between various forms of pedagogical mediation and pervasive learning. The study underscores the effective role of ICTs in enhancing pedagogical mediation and supports the notion that digital technologies contribute to the advancement of universal learning among students. Theoretical insights were provided by defining pedagogical mediation as the interactive process involving the teacher’s personal, disciplinary, didactic, and instrumental resources. Practical implications suggest that educational strategies should incorporate ICT advantages to optimize pedagogical practices. The results advocate for the development of innovative teaching strategies that integrate digital technologies to improve educational outcomes.