Integración de entornos virtuales de aprendizaje en la gestión del conocimiento escolar

The expansion of virtual learning environments (VLEs) has opened new possibilities for managing knowledge in schools by linking processes of creation, storage, sharing, and use of pedagogical and disciplinary knowledge. This article presents a quantitative, descriptive–correlational study that analyzes the relationship between the degree of integration of VLEs—specifically Moodle and Google Classroom—and knowledge management practices in basic education schools. Participants were N = 312 teachers, administrators, and academic coordinators from urban and semi-urban schools. Two validated scales were administered: pedagogical integration of VLEs (α = .92) and school knowledge management (school-based SECI: socialization, externalization, combination, and internalization; α = .94). The results show high levels of instrumental use of VLEs and medium levels of advanced pedagogical use. Pedagogical integration of VLEs was positively associated with knowledge management (r = .54; p < .001), especially with combination (curation and repositories; r = .57) and socialization (communities of practice; r = .49). The regression model explained 41% of the variance in knowledge management (R² = .41), with significant effects of ICT teacher training, instructional leadership, and collaborative culture. Implications are discussed for professional development policies and for data-informed instructional design.