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<p>This study examines how university faculty in Latin America enact inclusive pedagogical strategies within blended learning environments shaped by digital transformation and structural inequalities. Employing a qualitative, multiple case study design, the research draws on in-depth interviews and focus groups with 15 faculty members across three disciplinary clusters at a large public university. Findings reveal that despite limited institutional support and persistent digital divides, faculty actively develop adaptive, justice-oriented approaches—frequently integrating gamified elements such as quizzes, point systems, and digital challenges—to foster engagement and address diverse student needs. These emergent practices reflect strong professional agency and an ethic of care, yet remain largely informal, unsystematized, and precariously sustained. The study contributes to the theorization of inclusive pedagogy by articulating faculty agency and gamification as context-sensitive mechanisms advancing equity in the Global South. Furthermore, it informs global dialogues on inclusive digital transformation in higher education, highlighting how grassroots innovations in Latin America can influence more pluralistic and socially just EdTech policies and practices, offering insights relevant for higher education globally and for advancing the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education for all.</p>

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Faculty agency and gamified strategies for inclusive and justice-oriented education in Latin America’s blended universities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月17日

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  • Carmen Nolasco-Salcedo

摘要

This study examines how university faculty in Latin America enact inclusive pedagogical strategies within blended learning environments shaped by digital transformation and structural inequalities. Employing a qualitative, multiple case study design, the research draws on in-depth interviews and focus groups with 15 faculty members across three disciplinary clusters at a large public university. Findings reveal that despite limited institutional support and persistent digital divides, faculty actively develop adaptive, justice-oriented approaches—frequently integrating gamified elements such as quizzes, point systems, and digital challenges—to foster engagement and address diverse student needs. These emergent practices reflect strong professional agency and an ethic of care, yet remain largely informal, unsystematized, and precariously sustained. The study contributes to the theorization of inclusive pedagogy by articulating faculty agency and gamification as context-sensitive mechanisms advancing equity in the Global South. Furthermore, it informs global dialogues on inclusive digital transformation in higher education, highlighting how grassroots innovations in Latin America can influence more pluralistic and socially just EdTech policies and practices, offering insights relevant for higher education globally and for advancing the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education for all.