La carencia de políticas educativas en beneficio de la implementación tecnológica en la pedagogía de una universidad pública del Perú

In Peru, public universities face technological limitations that affect education in the digital age. This research analyzes technological-digital competencies at a public university in Apurímac, a region with low connectivity and limited teacher training. A hypothetical-deductive approach was used, collecting data from students and teachers (2018-2022) through probabilistic sampling. The results highlight deficiencies in connectivity and technological training, restricting the use of digital tools in pedagogy. Descriptive analysis of the variables reveals the need to strengthen digital competencies in rural educational contexts, concluding with strategies to improve these critical skills.