Resumen

PINEDA-DE VILLASBOA, Marlene Gisselle. Technologies implemented in the teaching-learning process, 2024. Rev. ciente. UCSA [online]. 2025, vol.12, n.3, pp.137-147. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2025.012.03.137.

The use of Information and Communication Technologies (ICTs) in the teaching-learning process is essential today due to the multiple tools they can provide in the field of Administrative and Accounting Sciences. This paper aimed to describe the impact of Information and Communication Technologies (ICTs) on the teaching-learning process at the Faculty of Accounting, Administrative and Economic Sciences of the National University of Pilar (UNP). The approach was mixed, with an observational, cross-sectional design. The population consisted of 390 students and 50 teachers. The sample was defined by 160 units, with a 95% confidence level and a 5% margin of error; a census was applied to teachers. Surveys and documentary analysis were used (pre- and post-pandemic). A significant improvement in academic efficiency was observed, with a reduction in failure rates from 12.9% in 2019 to 6.0% in 2024. 67.5% of students reported being satisfied with the use of basic ICTs, such as Learning Management platforms. However, challenges persisted, such as limited internet access (37.5%), insufficient infrastructure (61.25%), partial teacher training (53.76%), and the low adoption of relevant technological tools (16.88%). While ICTs improved academic management and student satisfaction, the low adoption of technological tools specific to the Accounting and Administration area limited their significant impact.

Palabras clave : Information technologies; teaching-learning; innovation; technological tools.

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