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Access gaps and contextual issues influence using virtual learning environments (VLEs) in basic education. There is a need for comprehensive strategies to enhance digital competencies among educators in Latin America and Mexico’s basic education system. This study aimed to understand the acceptance of VLEs by in-service teachers participating in a continuous education program in Mexico and the factors behind it. A questionnaire that included anxiety, perceived utility, attitude towards digital environments, behavior intention, and readiness to use VLEs in education was translated, adapted, and applied. 215 participants answered 20 questions using a Likert scale of 1–6. Of them, 75.3% were female, 93% taught in levels from pre-primary to high school, and 57.2% worked in private schools in the center region of the country. The questionnaire’s validity was measured with satisfactory results. The respondents showed low anxiety and a strong willingness to use VLEs. This readiness indicates that continuous education programs can help educators embrace VLEs. However, a longitudinal approach could provide better insights than our cross-sectional study.

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In-Service Teachers’ Continuous Education on the Implementation of Virtual Learning Environments

  • 会议论文

  • 发表日期：

    2025年

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  • Mayela García-Rodríguez,
  • José Noé Miranda-Becerra,
  • Patricia Vázquez-Villegas

摘要

Access gaps and contextual issues influence using virtual learning environments (VLEs) in basic education. There is a need for comprehensive strategies to enhance digital competencies among educators in Latin America and Mexico’s basic education system. This study aimed to understand the acceptance of VLEs by in-service teachers participating in a continuous education program in Mexico and the factors behind it. A questionnaire that included anxiety, perceived utility, attitude towards digital environments, behavior intention, and readiness to use VLEs in education was translated, adapted, and applied. 215 participants answered 20 questions using a Likert scale of 1–6. Of them, 75.3% were female, 93% taught in levels from pre-primary to high school, and 57.2% worked in private schools in the center region of the country. The questionnaire’s validity was measured with satisfactory results. The respondents showed low anxiety and a strong willingness to use VLEs. This readiness indicates that continuous education programs can help educators embrace VLEs. However, a longitudinal approach could provide better insights than our cross-sectional study.