A didactic strategy based on a Thousand Classrooms program to strengthen the digital skills of young people and adults with unfinished schooling

Abstract

In Ecuador, there are young students and adults with incomplete schooling who lack digital skills. Therefore, the present study aimed to propose a teaching strategy based on Mil Aulas (A Thousand Classrooms) to strengthen the digital skills of young people and adults with incomplete schooling at the Gabriel Arsenio Ullauri Educational Unit. A mixed approach, descriptive scope, applied, and field design was used. The sample consisted of 30 young people and adults with incomplete schooling, in a blended learning environment, from their third year at BGU. Five experts in education and technology were also involved. Two instruments were used: a questionnaire and a semi-structured interview. As a result, when determining the participants' digital skills, a lack of competence in complex technical skills and dependence on others to solve technological problems was found. A limited ability to evaluate the reliability of sources was revealed, and an interest in learning independently was highlighted. A teaching strategy based on Mil Aulas (A Thousand Classrooms) was designed to strengthen the participants' digital skills. The teaching strategy, titled "Miles of Digital Knowledge," is expected to help participants acquire fundamental digital skills. Validation of the proposed teaching strategy design using expert criteria revealed its relevance, inclusiveness, and flexibility, ensuring its success and sustainability. In conclusion, strengthening the digital skills of young people and adults with incomplete schooling in Ecuador needs to be prioritized with strategic and effective educational interventions to ensure digital inclusion.