SOCIOEMOTIONAL IMPACT OF TECHNOLOGICAL AND EDUCATIONAL INNOVATION: TEACHING VIEWS FROM THE STATE OF YUCATÁN

Abstract

It was of interest to investigate how baccalaureate teachers belonging to the Autonomous University of Yucatan are facing the socio-emotional impact of such innovation, as part of the challenges of the new school reality after the confinement caused by the pandemic. A non-probabilistic stratified cluster sampling was used, with a total of 29 teachers; a phenomenological design, focus groups, and interviews, processed with ATLAS.ti 23.

The results showed that teachers are willing to assume a leading role, but it generates various levels of stress for them to be responsible for all decisions; they are convinced that collaborative innovation generated from their reality can work if problems surrounding the concept are clarified and they are open to being better innovators and teachers, although they are very concerned about the impact of technological and educational innovation on their physical and emotional health. Based on the findings, it is feasible to promote strategies that contribute to providing emotional support to teachers and to unleash their innovative potential, helping to revalue their role, from collaborative and situated innovation.