Assessment of the appropriation of digital transformation and educational innovation in history students

Abstract

This study aimed to evaluate the level of appropriation of digital transformation and educational innovation among second-semester History students, considering its impact on teaching and learning processes in higher education. A mixed methodological approach with an exploratory and descriptive design was applied to a census population of 40 students. Data were collected through a Likert-type questionnaire and semi-structured interviews. The results show a medium-high level of digital tool usage, a positive perception of innovative teaching methodologies, and a direct relationship between technological appropriation and academic motivation. The findings confirm that pedagogically integrated digital transformation enhances historical learning and educational quality.