Meta-skills in the curriculum and their relationship with adaptation to technological change
DOI:
https://doi.org/10.56200/mried.v4i1.11310Keywords:
meta-skills, curriculum, educational technology, teachingAbstract
The research addressed the limited integration of meta-skills in educational curricula, a problem that restricted teachers’ adaptation to the accelerated technological transformation. The objective was to analyze the relationship between meta-skills integrated into the curriculum and adaptation to technological change in contemporary educational contexts. A qualitative hermeneutic–interpretative approach was applied through semi-structured interviews with 45 teachers from educational institutions in Ibarra, conducted via Zoom in August 2025 and analyzed using Atlas.ti 23. The results showed that teachers understood meta-skills as implicit learnings, redefined their role regarding technology, and fostered a collaborative and reflective culture, although institutional barriers persisted that limited pedagogical innovation. It was concluded that the development of meta-skills strengthened teacher resilience and provided theoretical and practical foundations for building flexible, ethical, and adaptive curricula oriented toward lifelong learning and comprehensive human development.
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Copyright (c) 2025 Wilmer Alexander Quinzo Palomo, Sofia Lorena Molina Alvarez, Paola Alexandra Velastegui Criollo, Tania Monserrath Calle García, Ángel José Quishpe Robalino, Monica Guadalupe Almagro Lamingo, Anthony Guillermo Quinzo Palomo
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+593987341121 Email: rjposso@revistamentor.ec
