<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632024000200110</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.10558708</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia un futuro sostenible: el impacto transformador de la tecnología educativa en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a sustainable future: the transformative impact of educational technology in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Real Roby]]></surname>
<given-names><![CDATA[Roddy Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora Herrera]]></surname>
<given-names><![CDATA[Erika Yessenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras Moscol]]></surname>
<given-names><![CDATA[Daniel Fabricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Babahoyo  ]]></institution>
<addr-line><![CDATA[Babahoyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Babahoyo  ]]></institution>
<addr-line><![CDATA[Babahoyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica de Babahoyo  ]]></institution>
<addr-line><![CDATA[Babahoyo ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>4</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632024000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632024000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632024000200110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio se centra en la percepción de docentes expertos en tecnología educativa de la Universidad Técnica de Babahoyo con respecto al papel de la tecnología en la promoción del desarrollo sostenible en la educación superior. A través de entrevistas en profundidad, se exploraron las opiniones y experiencias de 25 docentes con el fin de identificar oportunidades y desafíos en la integración de la tecnología educativa para abordar cuestiones de sostenibilidad. Los resultados sugieren que la tecnología educativa se percibe como un instrumento transformador para aumentar la conciencia y el compromiso de los estudiantes con temas de sostenibilidad. La identificación de herramientas tecnológicas efectivas, como plataformas en línea y simulaciones interactivas, respalda la idea de que la selección adecuada de recursos tecnológicos es fundamental. Sin embargo, se destacan desafíos, como la resistencia al cambio y la necesidad de una inversión significativa en recursos tecnológicos. La tecnología educativa tiene un potencial significativo para fomentar la sostenibilidad en la educación superior, aunque es esencial abordar desafíos y garantizar la formación adecuada. Para futuras investigaciones, se sugiere explorar estrategias específicas para superar obstáculos y evaluar de manera más profunda el impacto de la tecnología educativa en el logro de objetivos de sostenibilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study focuses on the perceptions of expert educators in educational technology at the Technical University of Babahoyo regarding the role of technology in promoting sustainable development in higher education. Through in-depth interviews, the opinions and experiences of 25 educators were explored to identify opportunities and challenges in integrating educational technology to address sustainability issues. The results suggest that educational technology is perceived as a transformative tool to increase students' awareness and engagement with sustainability issues. The identification of effective technological tools, such as online platforms and interactive simulations, supports the idea that the proper selection of technological resources is crucial. However, challenges, such as resistance to change and the need for significant investment in technological resources, are highlighted. Educational technology has significant potential to promote sustainability in higher education, although it is essential to address challenges and ensure adequate training. For future research, exploring specific strategies to overcome obstacles and a more in-depth assessment of the impact of educational technology on achieving sustainability goals are suggested.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[sostenibilidad]]></kwd>
<kwd lng="es"><![CDATA[transformación]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[sustainability]]></kwd>
<kwd lng="en"><![CDATA[transformation]]></kwd>
</kwd-group>
</article-meta>
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