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Empowering educators: Enhancing teacher engagement for excellence in virtual education

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Submitted   Sep 5, 2024
Published   Jan 8, 2025
Issue    Vol 5 No 1 (2025)
DOI   10.25082/AMLER.2025.01.004

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Yulibeth Katiuska Guissepe Hernández corresponding author
Unidad Educativa Nacional "Domitila Flores", Lagunillas, Venezuela
Sandra Moucharrafieh Moucharrafieh
Centro de Refuerzo Integral "Santiago Mariño", Ciudad Ojeda, Venezuela
Dulce María Guerra Rincón
Centro de Refuerzo Integral "Santiago Mariño", Ciudad Ojeda, Venezuela
William Jesús Hernández Chávez
Consultora de Ingeniería "TIVENCA", Maracaibo, Venezuela

Abstract

Virtual education in universities has been significantly influenced by technology due to the rapid evolution of various tools, which, when implemented in the educational sector, modernize the roles of learning and teaching in the digital era. This research aims to analyze the role of teacher engagement in fostering effective performance in virtual education. The study employed an interpretive paradigm with a qualitative approach and a phenomenological design, utilizing the hermeneutic method for analysis. Ten teachers and five teaching coordinators, who served as key informants, were interviewed. The findings highlight the critical importance of teacher engagement and commitment in achieving effective performance in virtual education. Such engagement enhances meaningful learning and critical thinking among students, improves the virtual educational process, elevates the quality of higher education, and supports the effective social integration of graduates. 

Keywords
educational process, reflective learning, teacher engagement, educational commitment

Article Details

How to Cite
Guissepe Hernández, Y. K., Moucharrafieh, S. M., Guerra Rincón, D. M., & Hernández Chávez, W. J. (2025). Empowering educators: Enhancing teacher engagement for excellence in virtual education. Advances in Mobile Learning Educational Research, 5(1), 1272-1283. https://doi.org/10.25082/AMLER.2025.01.004
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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