Articulation between Institutional Educational Project and Socio-educational Network in the management of digital education

Abstract

This article analyzes the relationship between the Institutional Educational Project (IEP) and the Socio-educational Network as a strategy for managing digital education in Cuban Pedagogical Schools. Through participatory action research, structural shortcomings are identified; such as limited connectivity, insufficient technological infrastructure, and teacher resistance to the use of Information and Communication Technologies (ICTs); that hinder the full implementation of digital proposals. However, significant potential is also evident: the creation of digital repositories, collaborative online learning, the signing of inter-institutional agreements, and curriculum redesign with a digital focus. The IEP-Socio-educational Network integration allows for contextualizing the institutional curriculum, incorporating community resources, and fostering pedagogical innovation, thus contributing to a more inclusive and sustainable education. The study proposes that this relationship not only responds to technological requirements but also to social and cultural demands, positioning itself as a transformative model within the context of the Third Improvement of the National Education System. It is concluded that the management of digital education should be understood as an integral, situated and collaborative process, which articulates school, community and network to consolidate a digital culture in the pedagogical training of upper secondary level.