Pedagogical, Didactic and Pragmatic Configuration of Digital Resources in Higher Education: An Ecosystemic, Situated and Post-Human Reading

Abstract Book of the 11th International Conference on New Trends in Teaching and Education

Year: 2026

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Pedagogical, Didactic and Pragmatic Configuration of Digital Resources in Higher Education: An Ecosystemic, Situated and Post-Human Reading

Fabian David Güiza Pinzón, Jorge Andrés Sarmiento Rojas, Pablo Alexander Munévar García

ABSTRACT:

The rapid expansion of digital resources and generative artificial intelligence in higher education has intensified the tension between technological adoption and pedagogically situated integration, particularly in contexts affected by infrastructure limitations and digital inequality. This study analyzes the pedagogical foundations, didactic criteria, pragmatic decisions, institutional conditions, purposes, uses, and emerging identities that shape digital-resource implementation in face-to-face higher education. A hybrid evidence-synthesis design combined the Joanna Briggs Institute meta-aggregative approach with text mining and multivariate analysis applied to 55 scientific articles. A three-layer data-cleaning protocol and seven domain-specific concept dictionaries supported principal component analysis, K-Means clustering, semantic co-occurrence networks, and topic modeling through Latent Dirichlet Allocation and Non-negative Matrix Factorization. The findings show that digital integration is structured by the interaction of instructional design, teacher training, digital competence, infrastructure, connectivity, and contextual adaptation. The literature also reveals a transition from instrumental uses toward hybrid learning environments, personalized experiences, and a growing redistribution of agency between teachers, learners, and artificial intelligence systems. As its main contribution, the study proposes a five-level ecosystemic, situated, and post-human model that explains how digital resources move from being technical tools to becoming mediators, environments, extensions of teaching agency, and actors within socio-technical networks. The study concludes that meaningful integration requires pedagogical intentionality, institutional support, equitable access, and ethical governance capable of responding to autonomy, inclusion, privacy, and algorithmic decision-making challenges.

Keywords: Artificial Intelligence; Instructional Design; Meta-Aggregation; Teacher Agency; Technological Mediation