Digital Transformation and the Social Sciences in Dominican Secondary Education: Multi-level Challenges and a Path to Improvement

María Altagracia Jiménez Quezada
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María Altagracia Jiménez Quezada: Universidad Tecnológica Del Cibao Oriental, República Dominicana

Pedagogical Constellations, 2026, vol. 5, issue 1, 471-495

Abstract: Introduction: This study examined the digital transformation in social science education from a sociocritical and multiscale (macro–meso–micro) perspective, emphasizing tensions between access, equity, and pedagogical change. Methods: A scoping review was conducted using qualitative synthesis and thematic analysis. The primary sources consulted were Dialnet, Redalyc, and SciELO, prioritizing publications from 2022–2026. A total of 68 records were identified, 24 were reviewed in full text, and 16 documents were included in the synthesis: 10 studies and 6 contextual documents (connectivity, digital policy, and curriculum). Results: It was found that the significant gap between access and connectivity, along with socioeconomic inequalities, limited the viability of sustained digital practices. At the school level, a disconnect was evident between administrative digitization and pedagogical transformation due to a lack of localized support and institutional sustainability. In the classroom, the use of traditional teaching methods predominated, and relative weakness was observed in ICT-mediated assessment, despite motivational effects. Conclusions: It was concluded that digital transformation depended on structural conditions, institutional capacities, and authentic assessment. An improvement model (MTD-CS) was proposed, focused on assessable teaching sequences, support, and equity.

Keywords: Digital transformation; meaningful connectivity; Social Sciences; secondary education; formative assessment; digital divide (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:5:y:2026:i:1:id:167

DOI: 10.69821/constellations.v5i1.167

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