Impact of Teaching Beliefs and Socioemotional Competencies on theIntegration of ICT by Religion Teachers

Authors

DOI:

https://doi.org/10.15359/ree.29-2.20003

Keywords:

social and emotional learning, value judgment, religious education, educational technology, secondary school teachers, SDG 4, Quality education, classroom teaching, education technology

Abstract

Objective. This study is part of a doctoral thesis and examines the impact of teaching beliefs and socioemotional competencies on the integration of information and communication technologies (ICT) in religious education, considering gender and experience. Methodology. A causal-comparative design with a quantitative approach was employed. The sample comprised 303 public school teachers from Lima, Peru, who responded to three instruments aligned with the study variables. Multiple linear regression and statistical comparison tests were conducted to establish differences between groups. Findings. The results confirm that teachers’ personal characteristics (beliefs and socioemotional competencies) positively predict ICT integration. However, beliefs have a stronger influence. Furthermore, experience contributes to the structuring of beliefs and emotion management, particularly among teachers with 11 and 20 years of service, in contrast to gender. Applications. The study is useful for decision-making in teacher education and training, as well as in evaluating the field of religious education as a subject of research.

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Author Biographies

  • Mario Armando Cartagena-Beteta, Universidad San Ignacio de Loyola

    Doctor en Educación por la Universidad de Extremadura - España, Master en TIC por la Pontificia Universidad Católica del Perú y Master en Problemas de Aprendizaje por la Universidad Ricardo Palma de Lima - Perú. Se desempeña como profesor de Religión; así como docente de investigación en la Universidad San Ignacio de Loyola y Pontificia Universidad Católica del Perú.

  • Yorkys Santana-González, Universidad de Oriente

    Doctor en Ciencias Sociológicas. Coordinador de la maestría en Desarrollo Cultural Comunitario y miembro de los comités académicos de las maestrías en Intervención Psicosocial en el Desarrollo Humano y Ciencias Sociales y Pensamiento Martiano; así como del Doctorado en Ciencias Sociológicas en la Facultad de Ciencias Sociales de la Universidad de Oriente. Editor de las revistas: Maestro y Sociedad, Región Científica y Santiago.

  • Francisco Ignacio Revuelta-Domínguez, Universidad de Extremadura

    Profesor Titular del Departamento de Ciencias de la Educación (Área de Didáctica y Organización Escolar) en la Facultad de Formación del Profesorado de la Universidad de Extremadura, España. Miembro del grupo de investigación Nodo Educativo (http://nodoeducativo.net). Su línea de investigación se centra en la mejora de los procesos de enseñanza y aprendizaje a través de videojuegos, serious games, gamificación, e-sports y cultura maker.

  • María Inmaculada Pedrera-Rodríguez, Universidad de Extremadura

    Doctora por la Universidad de Extremadura. Es profesora Contratada Doctora en la Facultad de Formación del Profesorado de la Universidad de Extremadura. Miembro del grupo de investigación Nodo Educativo. Sus líneas de trabajo son:  las emociones en los videojuegos comerciales y educativos, género en educación, el desarrollo de las competencias emocionales a través de las TIC, mindfulness y la gestión emocional y el trabajo colaborativo en el aprendizaje en Educación Superior.

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Published

2025-08-05

Issue

Vol. 29 No. 2 (2025): Revista Electrónica Educare (May-August)

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Journal Articles (Peer Reviewed Section)

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Copyright (c) 2025 Mario Armando Cartagena-Beteta, Yorkys Santana-González, Francisco Ignacio Revuelta-Domínguez, María Inmaculada Pedrera-Rodríguez

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How to Cite

Cartagena-Beteta, M. A., Santana-González, Y., Revuelta-Domínguez, F. I., & Pedrera-Rodríguez, M. I. (2025). Impact of Teaching Beliefs and Socioemotional Competencies on theIntegration of ICT by Religion Teachers. Revista Electrónica Educare, 29(2), 1-16. https://doi.org/10.15359/ree.29-2.20003