NEW LEARNING ECOLOGIES AND INTEGRATION OF OPEN EDUCATIONAL RESOURCES IN ELEMENTARY SCHOOL
DOI:
https://doi.org/10.56219/se.v26iExtraordinaria%20N°%201.5094Keywords:
ecologías de aprendizaje, competencia digital docente, recursos educativos abiertos, educación primariaAbstract
This article analyzes new learning ecologies and the integration of Open Educational Resources (OER) in primary education, aiming to understand how the pedagogical appropriation of these resources impacts the transformation of teaching practices and student learning. Methodologically, a qualitative theoretical review with a hermeneutic-interpretive approach was conducted, based on the analysis of 24 studies published between 2019 and 2026 in indexed databases such as Scopus, Web of Science, ERIC, and SciELO. The process included explicit selection criteria, in-depth reading, thematic coding, and the construction of emergent categories related to teacher mediation, digital competence, hybrid ecologies, impact on students, and educational equity. Among the research found, contributions on digital teacher competence (Castañeda et al., 2021; Redecker & Punie, 2020), digital literacy in primary education (García-Martín & Cantón-Mayo, 2019; OECD, 2021), and hybrid learning configurations (Sangrà et al., 2019) stand out. The results show that the educational impact of OER does not depend on the technology itself, but rather on its intentional curricular integration, institutional leadership, and continuous professional development. In conclusion, learning ecologies mediated by open educational resources represent an opportunity to strengthen equity and pedagogical innovation in primary education, provided they are articulated from a systemic, critical, and contextualized perspective.
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