What are the barriers and facilitators involved in the adoption of a digital mathematics education program after the pandemic?

Authors

DOI:

https://doi.org/10.34236/rpie.v17i22.503

Keywords:

Actitud del docente, Innovación pedagógica, Educacion básica, Tecnología educacional

Abstract

The present study employs a qualitative approach to explore the barriers and facilitators of the adoption of the digital education program in mathematics Conecta Ideas Peru program (CIP) by teachers in the post-pandemic Peruvian context. Through semi-structured interviews in 2022 and 2023, the experiences of four teachers from four public schools were collected. Framed within the Unified Theory of Acceptance and Use of Technology (UTAUT), the persistent gap in access to devices and internet in schools, as well as the lack of effective management of technological infrastructure, is highlighted as one of the main barriers. However, facilitators such as the perceived utility of the program and the individual predisposition of some teachers towards technology contribute to the adoption of the platform. In conclusion, the study underscores the complexity of technological adoption in the post-pandemic Peruvian educational context and emphasizes the importance of institutional leadership as well as the need for educational policies for an effective adoption of technology in pedagogical practices.

Author Biographies

  • Giulia Celi Giuffra, Universidad de Utrecht

    Giulia Celi es licenciada en Psicología por la Pontificia Universidad Católica del Perú y actualmente cursa una maestría de Investigación en Psicología Social y de la Salud en la Universidad de Utrecht, Países Bajos. Sus intereses de investigación se centran en desigualdades, desarrollo social y género. Ha trabajado en proyectos de investigación y desarrollo en organizaciones sin fines de lucro y organismos internacionales. Previamente, fue asistente de investigación en GRADE, donde colaboró en estudios relacionados con educación y políticas públicas.

  • Santiago Cueto Caballero, Grupo de Análisis para el Desarrollo (GRADE)

    Santiago Cueto es Licenciado en Psicología Educacional por la Pontificia Universidad Católica del Perú y Doctor en Psicología Educacional por la Universidad de Indiana, Estados Unidos. Ha sido investigador visitante de la Universidad de California en Davis y en la Universidad de Oxford. Actualmente es Investigador Principal de GRADE, desde donde es representante por el Perú del estudio internacional Niños del Milenio. Adicionalmente es profesor principal del Departamento de Psicología de la Pontificia Universidad Católica del Perú.

  • Jessica Ivette Simon Valcárcel, Grupo de Análisis para el Desarrollo (GRADE)

    Jessica Simon es Licenciada en Educación primaria por la Pontificia Universidad Católica del Perú. Ha sido directora de Educación Primaria del Ministerio de Educación. Previamente fue la subcoordinadora de Evaluación del equipo de Comunicación de la Oficina de Medición de la Calidad de los Aprendizajes del mismo ministerio. Durante los últimos años, se ha especializado en el desarrollo de instrumentos estandarizados para medir el aprendizaje; así como en la interpretación de resultados y elaboración de propuestas orientadas a la mejora de los aprendizajes, tanto a nivel nacional como en proyectos regionales e iniciativas privadas.

  • Claudia Sugimaru, Grupo de Análisis para el Desarrollo (GRADE)

    Claudia Sugimaru tiene una maestría en Ciencias de la Educación por la KU Leuven en Bélgica y el grado de licenciada en Psicología con mención en Educación por la Pontificia Universidad Católica del Perú. Actualmente se se desempeña como investigadora adjunta de GRADE. Durante los últimos años se ha especializado en temas de educación, tecnología y la gestión de proyectos.

References

Abbad, M.. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies, 26(6), 7205–7224.

Aditya, B., & Permadi, A. (2018). Implementation of UTAUT model to understand the use of virtual classroom principle in higher education. Journal of Physics: Conference Series, 978, 012006.

Alyoussef, I. (2021). Factors Influencing Students’ Acceptance of M-Learning in Higher Education: An Application and Extension of the UTAUT Model. Electronics, 10(24), 3171.

Angrist, N., Aurino, E., Patrinos, H. A., Psacharopoulos, G., Vegas, E., Nordjo, R., & Wong, B. (2023). Improving Learning in Low- and Lower-Middle-Income Countries. Journal of Benefit-Cost Analysis, 14(S1), 1-26. https://doi.org/10.1017/bca.2023.26

Arias Ortiz, E., & Cristia, J. (2014, julio 9). The IDB and Technology in Education: How to Promote Effective Programs? https://doi.org/10.18235/0010691

Banco Mundial. (2022). The State of Global Learning Poverty: 2022 Update. https://repository.gheli.harvard.edu/repository/13998/

Cascante-Campos, A. (2023). Adopting and using geospatial technologies for teaching geography in Latin American higher education. Journal of Geography in Higher Education, 47(3), 467-484.

Consejo Nacional de Educación. (2022). Documento Presencialidad con cambios. Recomendaciones pedagógicas del II Encuentro Nacional de Educación. Consejo Nacional de Educación. https://www.gob.pe/institucion/cne/informes-publicaciones/3671323-docu

Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2017). Technology and Child Development: Evidence from the One Laptop per Child Program. American Economic Journal: Applied Economics, 9(3), 295-320.

Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results [Thesis, Massachusetts Institute of Technology]. https://dspace.mit.edu/handle/1721.1/15192

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace. Journal of Applied Social Psychology, 22(14), 1111-1132

El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Educational Technology Research and Development, 65(3), 743-763.

Handoko, B. L. (2019). Application of UTAUT Theory in Higher Education Online Learning. Proceedings of the 2019 10th International Conference on E-Business, Management and Economics, 259-264

Hidalgo Cajo, B. G., & Gisbert Cervera, M. (2021). Diseño y validación de un instrumento para evaluar la adopción de la tecnología digital en el profesorado universitario. Campus Virtuales, 10(2), 51-67.

Khan, T., Kumar, A., Joshi Acharya, R., & Thomas, S. (2021). Influencing Factors of Behavior Intention and Actual Use of Technology: An Application of UTAUT Model on Science Undergraduates. Journal of Higher Education Theory and Practice, 21(13).

Lakhal, S., & Khechine, H. (2021). Technological factors of students’ persistence in online courses in higher education: The moderating role of gender, age and prior online course experience. Education and Information Technologies, 26(3), 3347-3373.

Ley, T., Tammets, K., Sarmiento-Márquez, E. M., Leoste, J., Hallik, M., & Poom-Valickis, K. (2022). Adopting technology in schools: Modelling, measuring and supporting knowledge appropriation. European Journal of Teacher Education, 45(4), 548-571.

Liebenberg, J., Benade, T., & Ellis, S. (2018). Acceptance of ICT: Applicability of the Unified Theory of Acceptance and Use of Technology (UTAUT) to South African Students. The African Journal of Information Systems, 10(3). https://digitalcommons.kennesaw.edu/ajis/vol10/iss3/1

Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries: A meta‐analysis. British Journal of Educational Technology, 52(5), 1935-1964

Minedu (2017). Currículo Nacional de la Educación Básica. https://www.minedu.gob.pe/curriculo/

Minedu. (2020). Minedu anuncia la compra de un primer lote de medio millón de tablets. https://www.gob.pe/institucion/minedu/noticias/294499-minedu-anuncia-la-compra-de-un-primer-lote-de-medio-millon-de-tablets

Minedu. (2023). ¿Qué aprendizajes logran nuestros estudiantes? Evaluación Muestral de Estudiantes 2022. https://repositorio.minedu.gob.pe/handle/20. 500.12799/9139

Mohamed, M. J., & Hassan, S. A. (2023). Studying the Factors that Influence the Adoption of Educational Technology in Mogadishu Secondary Schools Using UTAUT Model. International Journal of Information and Education Technology, 13(7), 1070-1077.

Momani, A. M. (2020). The Unified Theory of Acceptance and Use of Technology: A New Approach in Technology Acceptance. International Journal of Sociotechnology and Knowledge Development, 12(3), 79-98.

Nain, H. (2021). Understanding Students’ Behavioural Intentions to Use Social Media Learning in Education: A Utaut Model Approach. 2021 International Conference on Computational Performance Evaluation (ComPE), 256-261.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.

Ningsih, S. K., Habibi, A., & Sofwan, M. (2023). The Influence of the Unified Theory of Acceptance and Use of Technology (UTAUT) Model on the Application of Information and Communication Technology at Elementary Schools. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(1), 190.

Padilla-Meléndez, A., del Águila-Obra, A. R., & Garrido-Moreno, A. (2013). Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education, 63, 306-317.

Park, C., Kim, D., Cho, S., & Han, H.-J. (2019). Adoption of multimedia technology for learning and gender difference. Computers in Human Behavior, 92, 288-296.

Patil, H., & Undale, S. (2023). Willingness of university students to continue using e-Learning platforms after compelled adoption of technology: Test of an extended UTAUT model. Education and Information Technologies, 28(11), 14943-14965.

Rogers, E. M., Singhal, A., & Quinlan, M. M. (2019). Diffusion of Innovations. En D. W. Stacks, M. B. Salwen, & K. C. Eichhorn (Eds.), An Integrated Approach to Communication Theory and Research (3a ed.) (pp. 415-434). Routledge.

Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning Journal, 18(2). https://www.learntechlib.org/p/183753/

Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.

Tiwari, M., Gupta, Y., Khan, F. M., & Adlakha, A. (2022). UTAUT3 model viability among teachers due to technological dynamism during COVID-19. Information Discovery and Delivery, 50(3), 245-259.

Venkatesh, M., Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425.

Venkatesh, V. (2022). Adoption and use of AI tools: A research agenda grounded in UTAUT. Annals of Operations Research, 308(1–2), 641-65

Downloads

Published

03-09-2025

Issue

Vol. 17 No. 22 (2025): Tema libre

Section

Artículos

License

Copyright (c) 2024 Giulia Celi Giuffra / Santiago Cueto Caballero / Jessica Ivette Simon Valcárcel / Claudia Sugimaru

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

What are the barriers and facilitators involved in the adoption of a digital mathematics education program after the pandemic? (2025). Revista Peruana de Investigación Educativa, 17(22). https://doi.org/10.34236/rpie.v17i22.503