MEDIATION IN DIGITAL SKILLS: AN APPROACH FOR THE TRANSFORMATION OF TEACHING PRACTICE IN PRIMARY BASIC EDUCATION

Abstract

The mediation in digital competencies and its effect on the transformation of teaching practice in primary basic education is addressed in this systematic review article. This research follows a strict methodological approach that allows the integration of national and international studies based on the PRISMA protocol. The main findings were identified in relation to digital teaching competencies, pedagogical mediation in digital environments, and the impact of ICT on educational quality. Evidence shows that although teachers possess basic technological skills, their critical and pedagogical integration remains limited. Furthermore, the analysis demonstrated that teacher mediation in contexts such as Problem-Based Learning (PBL), Flipped Classroom, and Universal Design for Learning (UDL) generates more meaningful learning. Other findings confirm that the quality of education delivered is highly dependent on infrastructure conditions such as connectivity, teacher training, and equitable service coverage. In conclusion, the design of comprehensive educational policies for the development of teachers' digital competencies is considered essential to transform pedagogical practices into inclusive, creative, and context-sensitive approaches.