Recibido: 20/12/2025 Aceptado: 28/04/2026
The science-technology nexus in the continuous professional development
of teachers graduated from pedagogical schools (Original)
El binomio
ciencia-tecnología en la formación continua de docentes egresados de escuelas
pedagógicas (Original)
Daily Sahily
Padrón Castro. Estudios Socioculturales. Master en Ciencias. Dirección
General de Educación Palmira, Cienfuegos, Cuba. [ dailypadron69@gmail.com ]
[ https://orcid.org/0009-0003-9253-7154
]
Yoel Juanes Giraud. Doctor
en Ciencias de la Educación Blas. BYL GLOBAL EDUCACTION, Quito, Ecuador. [ presidencia@bel-educacion.com ] [ https://orcid.org/0000-0003-2922-8562
]
Eduardo Pérez Novo. Ciencias de la Educación. Universidad
de Cienfuegos "Carlos Rafael Rodríguez", Cienfuegos, Cuba. [ eperez@ucf.edu.cu ] [ https://orcid.org/0000-0003-2516-0572 ]
María Magdalena López
Rodríguez del Rey. Doctor Ciencias de la Educación. Universidad de Cienfuegos “Carlos Rafael Rodríguez”,
Cienfuegos, Cuba. [ mmrodirguez@ucf.edu.cu
]
[ https://orcid.org/0000-0003-2776-3756 ]
Gisela Carolina
Yépez Pullopaxi. Licenciatura Educación Mención Plurilingue. Instituto Superior Tecnologico CENESTUR, Quito, Ecuador. [ giselayepez@gmail.com
]
[ https://orcid.org/0000-0003-1977-8341 ]
Abstract
The historical systematization of the continuing
education of teachers who graduated from Pedagogical Schools in Cuba, divided
into three periods (2010–2015, 2016–2021, and 2022–2025) from the Science,
Technology and Society approach, is the objective of the following research,
which undertook the task of systematizing the history of continuing education
for graduates of Pedagogical Schools in Cuba from 2010 to 2025. This research
is developed under a general dialectical materialist methodological framework,
employing theoretical and empirical research methods that allow for the
selection of qualitative and quantitative elements favoring the resolution of
the proposed objective from the Technology and Society perspective. Therefore,
the conclusions recognize that this education not only responds to professional
development needs but also reflects the tensions and possibilities of the
educational system as a whole. The analysis of the stages that continuing
education for graduates of Pedagogical Schools has undergone constitutes an
essential element for educational institutions and their teachers, as it
enables the successful development of the processes carried out within them and
contributes to a more comprehensive education in terms of analyzing and understanding
problems. Progress has been made in consolidating training models,
incorporating technologies, and strengthening the social role of teachers,
although further systematization, territorial equity, and rigorous evaluation
are still required to achieve the objectives set out in the graduate's profile.
Keywords: science; technology; society; continuous professional
development; pedagogical school graduate
Resumen
La sistematización histórica para la formación
continua del docente egresado de Escuelas Pedagógicas en Cuba dividida en tres
periodos: 2010–2015, 2016–2021 y 2022–2025, desde el enfoque Ciencia,
Tecnología y Sociedad es el objetivo de la siguiente investigación, la cual asumió la tarea de sistematizar la historia
de la formación continua del docente egresado de Escuelas Pedagógicas en Cuba
desde el 2010 hasta el 2025. Se desarrolla bajo un enfoque
metodológico general dialéctico materialista, en la cual se emplearon métodos
de investigación teóricos y empíricos que permiten seleccionar elementos
cualitativos y cuantitativos que favorecen la solución del objetivo propuesto
desde el enfoque Ciencia,
Tecnología y Sociedad. En las conclusiones planteadas se reconoce que esta
formación no solo responde a necesidades de desarrollo profesionales, sino que
también refleja las tensiones y posibilidades del sistema educativo en su
conjunto. Los análisis de las etapas por las que ha atravesado la formación
continua de los egresados de Escuelas Pedagógicas constituyen un elemento
esencial en las instituciones educativas y sus docentes, pues permite
desarrollar con éxito los procesos que en estas se realizan y contribuye a una
formación más integral desde el punto de vista del análisis y comprensión de
los problemas. Se ha
avanzado en la consolidación de modelos formativos, en la incorporación de tecnologías
y en el fortalecimiento del rol social del maestro, aunque aún se requiere
mayor sistematización, equidad territorial y evaluación rigurosa para lograr
los objetivos propuestos desde el perfil del egresado.
Palabras
claves: Ciencia;
tecnología; sociedad; formación continua; egresado de Escuela Pedagógica
Introduction
The interplay between scientific development and human
history has led to a deeper understanding of societal issues shaped by
science’s impact —an impact that can either reinforce or challenge underlying
social values. Civilization, as we know it, would be impossible without science
and the dissemination of scientific ideas, a decisive force in shaping human
thought. Consequently, the passage of
history increasingly presents us with challenges related to science. These must
be resolved in practice by harmonizing the use and development of science with
scientific responsibility and decision-making for humanity. This requires a
broad understanding of the general relationship between science and society,
the first prerequisite is knowledge of history, science, and society itself.
One must investigate the past to comprehend the present and master the future
(Bernal, 1986).
Historical experience confirms that science has
undergone profound transformations in its knowledge and technological
applications, processes intrinsically linked to social activity. Science exists
within its interactions with society and within the tradition of knowledge
transmission—from father to son, master to apprentice—a practice that
constitutes the authentic root of science, traceable to the earliest human
societies (Osorio-Aravena, 2024). From this perspective, analyzing the Continuous
Professional Development of Pedagogical School graduates in Cuba (2010–2025)
necessitates a framework where three fundamental dimensions converge:
1. The
scientific dimension, linked to the evolution of Cuban pedagogy and the
consolidation of a research tradition within educational practice.
2. The
technological dimension, concerning the progressive integration of information
technologies, digital resources, and, more recently, tools based on artificial
intelligence.
3. The social
dimension, encompassing the country's demographic, economic, and cultural
transformations, as well as state policies aimed at ensuring educational equity
and quality.
Accordingly, the Continuous Professional Development of
Pedagogical School graduates (Torres et al., 2024; Rodríguez, 2022; Gutiérrez et
al., 2025) constitutes an essential process for guaranteeing educational
quality at the preschool, primary, special education, English language, and
upper-secondary levels. Since their establishment in 2010 as part of a national
strategy to address teacher shortages, these institutions have promoted an
educational policy centered on permanent professional enhancement. This paper
examines the evolution of this process from a Science, Technology and Society perspective,
elucidating how the Continuous Professional Development of graduates
articulates scientific-pedagogical advancement, the adoption of educational
technologies, and the nation’s ongoing social transformations.
Science, Technology and Society lens reveals that this
evolution transcends mere technical upskilling, signaling a deeper cultural
shift. Cuban pedagogical science has guided the construction of increasingly
integrative training models, where the teacher is reconceived not merely as a
knowledge transmitter, but as a practitioner-researcher, a cognitive mediator,
a critical analyst of their environment, and an agent of social transformation.
Concurrently, technology —particularly over the last two decades— has redefined
modes of knowledge interaction, generating novel approaches to teaching, communication,
assessment, and didactic resource production.
From this vantage point, integrating the
science-technology nexus into the Continuous Professional Development of
Pedagogical School graduates in Cuba is both an academic imperative and an
instrument for the country’s social and pedagogical transformation (Betancourt &
Fernández, 2024). Recent evidence demonstrates that incorporating information
and communication technologies (ICTs), alongside advances in educational
science, has enabled teachers not only to update their knowledge but also to
develop research competencies. These competencies allow them to analyze and
respond to the concrete challenges of their classrooms. Thus, Continuous
Professional Development of moves beyond the mechanical transmission of
content, becoming a dynamic process wherein teachers learn to mediate between scientific
knowledge and professional practice, contextualizing technological tools to
solve specific educational problems and foster meaningful student learning.
Continuous Professional Development programs have
undergone substantial transformations across three clearly differentiated
periods between 2010 and 2025. The first one (2010–2015) was characterized by
the consolidation of Pedagogical Schools and a focus on mitigating teacher
deficits, with limited use of technological resources (Soria, 2025). The second
period (2016–2021) saw the consolidation of institutional strategies, the
gradual integration of ICTs, and the strengthening of professional updating
programs, enabling a more coherent articulation between research and
pedagogical practice. Finally, the current period (2022–2025) is marked by the
expansion of hybrid and self-managed learning, the inclusion of advanced
digital resources, and the initial application of artificial intelligence tools
in education (Sánchez-Llanes et al., 2024). This historical trajectory reflects
not only technical progress but also underscores the need to cultivate a robust
teacher digital culture and to ensure that innovations translate into
equitable, contextualized, and socially responsible pedagogical practices.
Science, Technology and Society approach frames Continuous
Professional Development as an interconnected social and technological process
wherein science and technology serve as means to enhance critical reflection,
professional autonomy, and the teacher’s social responsibility. Introducing
digital tools or advanced scientific content is insufficient; it is essential
for teachers to interpret, adapt, and generate knowledge for the common good,
building bridges between theory and practice, and between the classroom and
society.
In this sense, Continuous Professional Development constitutes
a space for constructing professional identity, where each teacher perceives
themselves as a researcher of their own practice, capable of innovating
methodologies, evaluating impacts, and contributing to the educational
transformation of their context (Soria, 2025). The educational process is thus
understood as a complex, evolving phenomenon that combines history, science,
technology, and society, aiming not only at competency acquisition but at
forming subjects capable of generating meaningful change in education and the
community.
Nonetheless, the Science, Technology and Society perspective
also reveals persistent tensions: territorial inequalities in technology
access, infrastructural limitations, gaps in digital skills training,
difficulties in systematizing innovative experiences, and the need to further
strengthen links between pedagogical research and teaching practice. These
tensions indicate that technology integration is neither linear nor
homogeneous; it is a social construction requiring sustained policies,
specialized training, and a solid digital culture. Based on the foregoing, this
study aims to carry out the historical systematization of the continuing
education of graduates from Pedagogical Schools in Cuba, viewed through the
Science, Technology and Society approach, during the period 2010–2025.
Materials and
Methods
This research was conducted under a qualitative
approach, supported by theoretical and empirical methods to comprehend the
historical evolution of the Continuous Professional Development process for
Pedagogical School graduates in Cuba. The study assumes a
descriptive-explanatory design with a longitudinal scope, analyzing a
fifteen-year timeframe (2010–2025) divided into three stages. The purpose was
to reconstruct and systematize the influence of the science-technology nexus on
teacher professionalization, employing the Science, Technology and Society paradigm,
which conceptualizes education as a socially dynamic, technologically mediated
process. This framework facilitated an understanding of how educational
policies, scientific advances, and social transformations have impacted teachers,
emphasizing the interaction between human development and technological
progress.
Theoretical Methods
To fulfill
the research objective, theoretical methods supported data interpretation and
historical analysis:
·
Historical-Logical:
Enabled the identification of principal stages, transformations, and
regularities in the Continuous Professional Development process between 2010
and 2025, as well as its connection to shifts in Cuban educational policy.
·
Analysis and
Synthesis: Allowed for the decomposition of information gathered from official
documents, prior research, and institutional records, and the subsequent
integration of findings into thematic categories explaining the
science-technology-teacher training relationship.
·
Inductive-Deductive:
Facilitated the derivation of generalizations regarding the influence of
technological advances on teacher training, which were then contrasted with
observed empirical results.
·
Systemic-Structural
Approach: Permitted the conception of the Continuous Professional Development
process as an articulated system of components: policies, institutions,
participants, and technological resources.
Empirical Methods
Various data collection and analysis procedures were applied
to contrast theoretical findings with educational practice:
·
Semi-structured
interviews were conducted with 20 graduate teachers and 6 administrators from
Pedagogical Schools in the provinces of Cienfuegos, Villa Clara, and Havana to
understand their experiences regarding technology use in Continuous
Professional Development processes.
·
Documentary
analysis was performed on reports from
the Central Institute of Pedagogical Sciences (ICCP), ministerial resolutions,
and teacher training programs to identify curricular transformations related to
the integration of the technological component.
·
Participant
observation was carried out in graduate
meetings, methodological workshops, and professional updating courses held
between 2022 and 2024, documenting interactions, technological resources
employed, and participation levels.
Population and Sample
The population comprised teachers who graduated from
Pedagogical Schools between 2010 and 2025. An intentional sample of 80
participants linked to six educational institutions in Cienfuegos and Villa
Clara was selected. The inclusion criteria considered both willingness to
participate and direct experience in Continuous Professional Development processes.
Collected information was organized according to the three
historical periods (2010–2015, 2016–2021, 2022–2025). Trends in the
incorporation of science and technology into teacher professional development
were analyzed. Comparative analysis matrices were constructed to establish
regularities, advances, and persistent challenges. Triangulation among
theoretical, documentary, and empirical sources validated the results and
ensured interpretive coherence. This integrative process elucidated how the
science-technology nexus has become a transformative axis in the profile of the
contemporary Cuban teacher, reinforcing their social role and capacity for
educational innovation.
Analysis and
Discussion of the Results
Historical Trajectory and Contextualization
The study of Science, Technology and Society allows
for the analysis of teacher Continuous Professional Development as a practice
situated within specific historical contexts, influenced by public policies,
technological advancements, and social demands. In Cuba, the establishment of
Pedagogical Schools in 2010 responded to an urgent need to train teachers for
basic education amidst a broader restructuring of the national educational
system. These institutions were designed with an intensive initial training
model, followed by professional accompaniment that has gradually evolved into a
more structured and systematic Continuous Professional Development framework.
In recent years, this process has been significantly
conditioned by global technological shifts: the expansion of Information and Comunication Technologies (ICTs), the introduction of
learning management platforms, digital educational communication, and
progressive access to virtual resources. These elements have begun to redefine
traditional conceptions of professional updating, paving the way for flexible,
hybrid, and technology-mediated modalities that allow for continuous teacher
training, even under conditions of material or geographical constraint.
From a scientific standpoint, Continuous Professional
Development is grounded in the principle of lifelong education, acknowledging
the need to perpetually update knowledge, skills, and attitudes throughout a
professional career. Cuban researchers like Pérez & Cortés (2023) have
developed theoretical-methodological models that articulate in-service training
with professional self-management, collaborative work, and pedagogical
research. These models are implemented through diplomas, workshops,
postgraduate courses, and methodological meetings promoted by the Ministry of
Education (MINED).
Technologically, Continuous Professional Development has
progressively incorporated digital platforms, multimedia resources, and virtual
learning environments (Rodríguez, 2022). Initiatives such as virtual classrooms
in Diagnostic and Guidance Centers (CDO) and online courses for novice teachers
have expanded access to professional updating, despite persistent connectivity
limitations in some regions. These tools—including virtual classrooms,
pedagogical simulators, digital repositories, and, more recently, AI-based
resources—are fostering a new professional culture. Teachers are increasingly
positioned not as passive recipients of information, but as active researchers,
material producers, and participants in virtual communities of practice.
Rodríguez (2022) further contextualizes this
integration within Cuba's national innovation system Science, Technology and
Innovation (STI), highlighting how educational policy is strategically
articulated to strengthen a "learning economy." This perspective
aligns with interview data, where teachers frequently framed their Continuous
Professional Development not just as technical upskilling, but as part of a
broader commitment to national development and social transformation. The
theoretical transition from "Mode 1" (traditional disciplinary
science) to "Mode 2" (socially contextualized science) helps explain
the increasingly applied and problem-oriented nature of Cuban teacher
development programs.
Persistent Tensions and
Adaptive Strategies
Science, Technology and Society perspective makes
visible the tensions inherent in this integration: connectivity gaps,
territorial inequalities, and the need for a stronger teacher digital culture.
These challenges have, in turn, spurred local innovation. In areas with low
connectivity, teachers have developed adaptive strategies such as using offline
digital content, sharing materials via local networks, and creating their own
digital resources. This demonstrates that technology, even under adverse
conditions, can be adapted to support professional growth when managed with
creativity and contextual awareness.
Institutional initiatives like semi-presential
diplomas with digital support and the strengthening of MINED's virtual
environments have been crucial. However, the recent introduction of educational
AI and automated assessment tools underscores a dual need: for the development
of more sophisticated professional competencies, and for parallel ethical,
formative, and methodological guidance to ensure their responsible and
contextualized use.
Analysis of Developmental
Periods
A historical-social synthesis of the Continuous
Professional Development process for Pedagogical School graduates reveals three
distinct periods, analyzed through the Science, Technology and Society lens:
·
2010–2015
(Consolidation and Foundational Challenges):
Priority was given to institutional creation and addressing teacher
deficits. Technological integration was minimal, with the science-technology
nexus remaining largely underdeveloped due to weak digital infrastructure.
·
2016–2021
(Institutional Strengthening and Gradual Integration): This period witnessed the consolidation of
institutional Continuous Professional Development strategies. Information and
Communication Technologies (ICTs) were gradually introduced into in-service
programs, and professional updating initiatives were expanded. Despite progress,
territorial technological disparities and an underdeveloped teacher digital
culture persisted.
·
2022–2025
(Expansion and Emerging Technologies):
Marked by the expansion of hybrid and self-managed learning, this phase
includes the incorporation of advanced digital resources and exploratory uses
of artificial intelligence in education. While pointing to a more mature
articulation of the science-technology nexus, this period also highlights
persistent structural challenges, including uneven infrastructure and the need
for critical, innovative teacher training on these new tools.
This maturation process demonstrates how Information
and Communication Technologies (ICTs) have transformed educational modalities,
obliging teachers to adapt to new forms of teaching, such as autonomous
learning and the use of digital resources to create more dynamic classes.
Technology-supported Continuous Professional Development offers significant
benefits: facilitating rapid access to information, increasing motivation,
freeing time for professional activities, and developing new technological
skills, thereby promoting educational innovation that transforms the teacher's
role into that of a guide for autonomous learning (Caiza y Wushcashina, 2024).
Discussion
Articulation between
Science, Technology, and Teacher Professionalization
The Continuous Professional Development of Pedagogical
School graduates in Cuba has evolved from a model focused primarily on content
transmission towards one that emphasizes scientific and technological
innovation. Cuban pedagogical science has been instrumental in this shift,
guiding changes in professional practice so that the science-technology nexus
serves not merely as a technical resource, but as a means for constructing contextualized
pedagogical thought. This facilitates the integration of theory and practice
when educational technology is used as a platform for teacher research and
professional autonomy, reconceptualizing the teacher as an agent of change,
knowledge generator, and mediator between scientific-technological knowledge
and the school context.
Continuous Professional Development in Cuba has
evolved into a model that coherently articulates the scientific, technological,
and social, in line with the Science, Technology and Society approach.
Knowledge self-management emerges as a central axis: the teacher is an active
participant and researcher who drives contextual transformation. While
technology enables new learning forms (virtual classrooms, interactive
materials), its real impact depends on pedagogical mediation. An ethical and
humanistic orientation is crucial to prevent technology from becoming an end in
itself, ensuring it remains directed towards human development, solving real
school-based problems, and improving teaching practice.
Science, Technology and Society approach has
strengthened critical consciousness and social responsibility among Cuban
teachers, fostering a professional identity centered on reflective practice,
lifelong learning, and methodological innovation. This redefines the teacher
from a plan executor to a reflective, adaptive professional.
Key challenges identified
include:
1.
Strengthening technological infrastructure and connectivity across all
regions.
2. Designing
rigorous impact evaluation systems for Continuous Professional Development programs.
3. Ensuring
territorial equity in access to updating programs.
4.
Incorporating new competencies related to educational Artificial
Intelligence (AI), digital resource production, and hybrid/self-managed
learning.
Future
Projections
To ensure sustainability and
impact, future efforts should focus on:
·
Consolidating
collaborative pedagogical research networks at national and international
levels.
·
Promoting virtual
learning communities among graduates to foster cooperation and shared
innovation.
Conclusions
The continuous professional development of Pedagogical
School graduates in Cuba (2010–2025) has been a complex, dynamic process shaped
by the interaction of scientific, technological, and social factors. It has
transcended simple competency updating to become a strategic mechanism for
responding to the evolving demands of the educational system and Cuban society.
This process has simultaneously reflected the inherent tensions of the
country's educational challenges and the opportunities presented by innovative
approaches and improvement-oriented policies.
Significant progress has been achieved in
consolidating more articulated training models, implementing evidence-based
updating strategies, and strengthening the teacher's role as a transformative
social agent. The incorporation of technological tools —digital platforms,
interactive resources, and Artificial Intelligence systems—has been a decisive
factor in enabling more adaptive, inclusive, and effective learning
environments, enhancing both teaching practice and student engagement.
However, persistent challenges relate to the
systematization of processes, territorial equity in training access, and the
implementation of rigorous, consistent evaluations. Ultimately,
technology-supported Continuous Professional Development establishes itself as
a cornerstone for the advancement of the Cuban educational system. By
integrating science, technology, and pedagogy, it fosters educational
innovation and redefines the teacher's role as a facilitator of autonomous,
critical, and creative learning. This contributes meaningfully to the nation's
social, scientific, and cultural development, ensuring that the
science-technology nexus is harnessed not just for technical modernization, but
for ethical and equitable social transformation.
References
Bernal, J. (1986).
Historia de la ciencia (T. I). Ciencias Sociales.
Betancourt, Y. &
Fernández, L. C. (2024). Rasgos
que caracterizan al seguimiento a egresados como un proceso formativo. Opuntia Brava, 16(1), 50-59. https://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/1852/2281
Caiza, K. R. & Wushcashina, J. P. (2024). Estrategias innovadoras en la educación de jóvenes y adultos. Impacto en el desarrollo de competencias y la inclusión social. Revista Social Fronteriza, 4(4), e44381. https://doi.org/10.59814/resofro.2024.4(4)381
Gutiérrez, M., Rodríguez, M., &
Santiesteban, M. M. (2025). Análisis histórico de la formación del modo de
actuación en Cuba en el período 1961-2024. Varona, (83). http://revistas.ucpejv.edu.cu/index.php/rVar/article/view/2823
Osorio-Aravena, J. C.
(2024). El siglo de
la reconciliación entre ciencia y espiritualidad. Isthar. https://books.google.com.ec/books?hl=es&lr=&id=GkrzEAAAQBAJ&oi=fnd&pg=PT3&dq=Osorio-Aravena,+J.+C.+(2024).+El+siglo+de+la+reconciliaci%C3%B3n+entre+ciencia+y+espiritualidad.+Ediciones+Isthar&ots=7IUpO_hgJx&sig=zOp6BxvVuZoBAU5vBlQWZ0CrRUs&redir_esc=y#v=onepage&q&f=false
Pérez, N. L., & Cortés, J. A. (2023).
Competencias digitales en la formación de los docentes y estudiantes de
educación superior en Cuba. IE Revista de Investigación Educativa de la
REDIECH, 14, e1865. https://doi.org/10.33010/ie_rie_rediech.v14i0.1865
Rodríguez, A. (2022). Innovation and
education: Lessons learned from Cuban science, technology and innovation system.
GECONTEC:
Revista Internacional de Gestión del Conocimiento y la Tecnología, 10(1), 1–17. https://doi.org/10.5281/zenodo.6785452
Sánchez-Llanes, M., Rojas-Angel,
R. T., & González-Rodríguez, M. B. (2024). Antecedentes y características
de las Escuelas Pedagógicas en Cuba. Educación y sociedad, 22(3),
184-195. https://doi.org/10.5281/zenodo.13826898
Soria, L. (2025). La formación permanente y
las prácticas educativas: Un análisis a partir de la concepción de los docentes
[Tesis de maestría, Universidad Nacional de La Plata]. https://www.memoria.fahce.unlp.edu.ar/library?a=d&c=tesis&d=Jte3217
Torres, C. L., Companioni, I., & Aliaga, M.
(2024). La Formación Didáctica Continua en la preparación a los docentes de la
especialidad Maestro Primario. Conrado, 20(96), 8-14. http://scielo.sld.cu/scielo.php?pid=S1990-86442024000100008&script=sci_arttext