Integration of educational technology in postgraduate education: experiences and tensions from university teaching.

Abstract

This study aimed to explore the experiences and perceptions of graduate program faculty regarding the integration of educational technologies in higher education institutions in Ciudad Obregón, Sonora, Mexico. It was conducted using a qualitative, interpretive approach, specifically an instrumental case study, with semi-structured interviews administered to four faculty members. Thematic analysis identified trajectories of technology adoption, meanings and emotions associated with technology use, teaching strategies mediated by digital resources, institutional barriers, and necessary conditions for meaningful integration. The findings demonstrate that technological integration is a complex and context-dependent process, influenced by prior experiences, the COVID-19 pandemic, faculty self-training, and institutional conditions, which has significant implications for faculty development and graduate program management.