The school environment and its incidence in the Dominican teaching practice. Na epistemological approach

Abstract

Dominican secondary education faces significant challenges arising from the pandemic, the technological divide, and school environment conditions, which directly impact teaching practices and student learning. The objective of this study was to analyze the impact of the school environment on Dominican teaching practices from an epistemological perspective. A qualitative approach and a documentary-bibliographic design were adopted, conducting a systematic search for relevant studies and research in databases such as Scopus, Web of Science, Dialnet, SciELO, Redalyc, and Google Scholar. The information was organized considering the author, year, title, abstract, and contributions of each work. The findings show that many school environments do not offer optimal conditions, which limits students' active participation and the development of skills. It was identified that teaching, together with the creation of suitable environments and the use of educational technologies, is crucial for promoting meaningful learning that can be applied in real contexts. In conclusion, improving school environments and providing technological training for teachers are fundamental strategies for enhancing educational quality and ensuring equity in access to learning opportunities.