Initial representations of educational innovation and technology among mexican doctoral students: an analysis of perceptions and expectations
DOI:
https://doi.org/10.62697/rmiie.v5i4.447Keywords:
Educational innovation, educational technology, advanced trainingAbstract
In a context of educational transformation characterized by the increasing integration of digital technologies, understanding the conceptions and expectations of professionals engaged in advanced training has become essential. This study aimed to analyze the initial representations of Mexican doctoral students regarding educational innovation and technology, based on their prior knowledge and learning interests. A qualitative study was conducted through the analysis of responses to two open-ended questions designed to identify participants’ understanding of these concepts and the knowledge they expected to develop. The information was examined using inductive thematic analysis, from which four main categories emerged: digital competence, pedagogical innovation, professional development, and theoretical and conceptual foundations. The results revealed differences between the doctoral students’ initial knowledge and their educational expectations. While their prior representations focused primarily on the knowledge and use of basic digital tools, their expectations reflected an interest in emerging technologies, innovative pedagogical strategies, and the design of educational environments capable of integrating technology more comprehensively. The findings highlight the need for doctoral education to move beyond the instrumental use of technological resources and promote a critical, pedagogical, and strategic understanding of educational innovation. It is concluded that doctoral programs can be strengthened through the integration of critical thinking, instructional design, digital competence, and pedagogical leadership to prepare professionals capable of responding to the transformations and challenges of contemporary education.
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