Academic responsibility and digital pedagogy in university life
DOI:
https://doi.org/10.5281/zenodo.22679251Keywords:
Digital pedagogy, academic management, ethical responsibility, virtual coexistenceAbstract
This article analyzes the perceptions of faculty members at the National Experimental University "Rafael María Baralt" (UNERMB) regarding responsibility in academic management and school climate under digital pedagogy. In the context of blended learning and crisis in Venezuela, the study seeks to highlight "lived responsibility" in contrast to formal accountability. Methodologically, the interpretive paradigm with a qualitative approach and a phenomenological-hermeneutic method was employed. Semi-structured interviews were conducted with three key informants from the areas of Administration, Engineering, and Education, and the data were processed using ATLAS.ti 24. The results reveal that faculty responsibility is a multidimensional construct that integrates operational and technical continuity with empathetic human support in the face of uncertainty. Furthermore, virtual coexistence is managed through restorative justice and socio-emotional mediation, moving beyond punitive approaches. It is concluded that digital pedagogy at UNERMB transcends the merely instrumental, becoming a humanizing practice of resistance and ethical care. This vision allows for a balance between administrative efficiency and social commitment, consolidating a supportive academic culture essential for institutional sustainability in the post-digital era.
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