000156670 001__ 156670
000156670 005__ 20251017144613.0
000156670 0247_ $$2doi$$a10.29333/iji.2025.18226a
000156670 0248_ $$2sideral$$a143943
000156670 037__ $$aART-2025-143943
000156670 041__ $$aeng
000156670 100__ $$aMairal-Llebot, María$$uUniversidad de Zaragoza
000156670 245__ $$aInformation and Communication Technologies Serving Educational Transformation: Emotions, Benefits and Efficacy of ICT
000156670 260__ $$c2025
000156670 5060_ $$aAccess copy available to the general public$$fUnrestricted
000156670 5203_ $$aEducation systems must be constantly renewing to offer quality education that is in-keeping with 21st-century society’s demands. In recent times, information and communication technologies (ITC) have gained strength and become revitalising elements at all social levels. In the education domain, the application of technological resources can make a valuable contribution to promote overall student development and to favour the teaching-learning process. Bearing in mind this reality, this article aims to analyse the perceptions of the relatives of students aged 3-18 years of the impact that technology has on their children’s education in terms of emotions, benefits and efficiency. It also aims to examine if the emotional factor is a conditioning factor for how the benefits and efficacy obtained from using ICT in classrooms are perceived. Likewise, the underlying relation between the variables referring to ICT benefits and efficacy is studied. For this purpose, a survey was devised, which 720 mothers and fathers completed. To this end, descriptive statistics (means and standard deviations) and the Structural Equation Model (SEM) were applied. The application of SEM revealed that positive emotions had a positive significant effect on perceived benefits. Another positive significant effect was found for positive emotions and benefits on perceived efficacy. Although there is a significant diversity of perceptions, families identify the greatest benefit of ICT in education as its remarkable capacity to motivate students in their educational processes and to develop digital competence. Regarding the efficacy of these tools, participants have highlighted how ICT can facilitate access to online materials for all students. From the study results, we can conclude that relatives recognise that technological tools confer their children’s educational process benefits and efficacy.
000156670 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000156670 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000156670 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000156670 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000156670 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000156670 773__ $$g18, 2 (2025), 473-494$$tInternational Journal of Instruction$$x1308-1470
000156670 8564_ $$s436920$$uhttps://zaguan.unizar.es/record/156670/files/texto_completo.pdf$$yVersión publicada
000156670 8564_ $$s1855082$$uhttps://zaguan.unizar.es/record/156670/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000156670 909CO $$ooai:zaguan.unizar.es:156670$$particulos$$pdriver
000156670 951__ $$a2025-10-17-14:18:15
000156670 980__ $$aARTICLE