Integrating Technologies Into Citizenship Training -EpC-: A Case Study With A Technological-Political Focus in the Colombian Context

Objective: the objective of this study was to investigate the impact of Information and Communication Technologies (ICT) on the pedagogical practices of Education for Citizenship (EpC) in educational institutions in the Nariño department, Colombia, to identify opportunities, tensions, and transformations in the integration of technology into the curriculum. Theoretical Framework: it was based on conceptual frameworks such as the Didactics of Social Sciences mediated by technology, the technopolitical approach, and network society theory. These models highlight how technologies reshape social and educational dynamics, thus promoting critical citizenship skills and learning that is contextualized in both global and local realities. Method: a multiple case study design was adopted, which included the participation of four educational institutions. Data collection was carried out through semi-structured interviews, questionnaires, and non-participant observations. These methods allowed for the analysis of teaching practices mediated by ICT and their relationship with the curricular objectives of EpC. The analysis was conducted in phases of selection, prediction, and interpretation, identifying emerging patterns and categories. Results and Discussion: the results show that ICT is a key tool for promoting digital literacy and civic participation, but face limitations such as the digital divide and lack of teacher training. In the discussion, these findings are contextualized in theories such as technopolitics, highlighting how ICT transforms teaching towards more critical and participatory approaches. The identified tensions include the limited instrumentalization of ICT and their underutilized potential to generate profound changes in educational practices.