Concerns of Mexican teachers in training regarding the educational landscape in 2050

Abstract

This research explores the concerns of Mexican teachers in training at the Universidad Pedagógica Nacional Unidad 211 in Puebla, Mexico, regarding the educational landscape in 2050. It focuses on teaching competencies and the pedagogical scenarios necessary for the effective integration of advanced technologies in the teaching-learning process. The study is based on the notion of "concern" as a "way of being-in," implying the capacity for action in the face of what is feared in relation to technology as a cross-cutting axis. A qualitative, interpretive, and exploratory approach was used, employing a discussion group of twelve in-service teachers (seven men and five women, between 23 and 49 years old) while they were pursuing a postgraduate degree. For data collection, oral expressions and graphic tools were used to capture their ideas through diagrams, drawings, illustrations, and keywords. Content analysis of the oral and graphic transcripts was performed with MAXQDA 2024 software, identifying 29 key terms to categorize the concerns. The results focus on the integration of technological resources such as artificial intelligence, virtual reality, digital books, and apps as part of the pedagogical model; the development of teaching competencies such as critical thinking and the design of personalized strategies mediated by technology; and the need to maintain effective and affective communication at a distance. It also includes the widening of the digital divide, the lack of technological infrastructure in schools, the economic expense for the updating of teachers themselves, and the existence of an ethical vacuum involving the use of artificial intelligence: plagiarism and the lack of institutional protocols.