La formación de comunicadores en clave de la inter y transdisciplinariedad para actuar en un mundo digitalizado

Abstract

Reflection is called for on the institutional use, practices, and formative relations resulting from the implementation of ICT in educational communication processes. Redefining communicative work in terms of inter- and trans-disciplinarity requires revising training objectives and developing competencies and skills mediated by the appropriation of ICT. Transformations in social scenarios and practices can impact mediations, spaces, and forms of cultural goods and resource use. This paper presents an exploratory relational descriptive case study. The study used quantitative elements to calculate repetitive frequencies in the curriculum. These frequencies were then used as input for the qualitative analysis of the structure, contents, and approaches of the curricula of 15 universities. The universities were selected based on their importance in each of the five Colombian regions. The study's main finding is that the curriculum lacks coherence and logical organisation, hindering the development of a model for the use and appropriation of technologies. The convergence of pedagogical and didactic methodologies in the learning environment is only timidly explored. The problem-solving approach is prioritised by social constructivism.