Relationship between Technological Appropriation and Pedagogical Autonomy among Teachers in Trujillo during the Fourth Industrial Revolution.

Abstract

This research aims to analyze the extent to which the level of technological appropriation influences the pedagogical autonomy of teachers in Trujillo, in the face of the challenges posed by the Fourth Industrial Revolution, and aligned with SDG 4, quality education, which requires that teachers integrate ICT in a reflective and transformative way. The relationship between technological appropriation and pedagogical autonomy in teachers in Trujillo was examined, showing that a greater technological appropriation is associated with higher levels of pedagogical autonomy. A quantitative, explanatory design was used, with a sample of 800 teachers from public and private educational institutions. Two expert-validated questionnaires were applied to collect data, measuring the dimensions of technological appropriation (digital competencies, frequency of use, and pedagogical integration) and pedagogical autonomy (didactic decision-making, contextualized curriculum design, and innovation in practice). The results indicated moderate levels in both constructs, highlighting digital competencies and pedagogical decision-making as weaknesses. Linear regression showed that technological appropriation significantly predicts pedagogical autonomy (β = 0.374; R² = 0.148; p < 0.001), with pedagogical integration being the dimension with the greatest relationship (β = 0.401). These findings suggest that the critical and contextualized use of technologies strengthens professional teaching autonomy. It is concluded that teacher training policies should promote technological appropriation with a pedagogical sense, that transcends the technical and contributes to a reflective, contextual, and autonomous education.