ICT and its Impact on Non-Formal Education

TIC y su impacto en la educación no formal

Published 2024-06-29

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Vol. 1 No. 24 (2024): Revista Hashtag 2024A
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León Robles, C. J., Brun Corona, N. Y., Guzmán Lares, G., & Chigo Gastelum, J. L. (2024). ICT and its Impact on Non-Formal Education. #ashtag, 1(24). https://doi.org/10.52143/2346139X.1112
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León Robles, C. J., Brun Corona, N. Y., Guzmán Lares, G., & Chigo Gastelum, J. L. (2024). ICT and its Impact on Non-Formal Education. #ashtag, 1(24). https://doi.org/10.52143/2346139X.1112

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César Joel León Robles
Universidad Autónoma de Sinaloa. Sinaloa, México
Sin roles de crédito asignados.
https://orcid.org/0009-0003-5426-9523
Nidia Yuniba Brun Corona
Universidad Autónoma de Sinaloa. Sinaloa, México
Sin roles de crédito asignados.
https://orcid.org/0000-0002-8933-5856
Gregorio Guzmán Lares
Universidad Autónoma de Sinaloa. Sinaloa, México
Sin roles de crédito asignados.
https://orcid.org/0000-0002-6611-986X
Jorge Luis Chigo Gastelum
Universidad Autónoma de Sinaloa. Sinaloa, México
Sin roles de crédito asignados.
https://orcid.org/0000-0002-2200-9968
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The impact of Information and Communication Technologies (ICT) on non-formal education has been a topic of growing academic interest in recent years. A bibliometric analysis of scientific production between 2020 and 2023 reveals a significant increase in publications indexed in Scopus and Web of Science, with a predominant focus on digital platforms, mobile learning, and digital skills. Studies highlight that ICTs have democratized access to knowledge, facilitating flexible and personalized modalities, although challenges such as the digital divide and the need for teacher training persist. The most common methodologies are qualitative, with case studies and systematic reviews. Geographically, Latin America and Europe lead the research, with an emphasis on community and work contexts. It is concluded that, despite theoretical progress, more empirical research is needed to evaluate the long-term impact.

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