Teachers’ Perception of Digital Educational Resources and the Teaching-Learning Process of Students with Disabilities in El Carmen

Abstract

Justification: The availability of digital educational resources does not guarantee the inclusion of students with disabilities, particularly when these resources lack pedagogical adaptations and technological accessibility. Objective: To determine the relationship between teachers' perceptions of the use of digital educational resources and the teaching-learning process of students with disabilities in three urban educational institutions in El Carmen, Manabí. Methodology: A quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope was conducted. A Likert-scale questionnaire, validated through expert judgment, was administered to 157 teachers selected through non-probability convenience sampling. Descriptive statistics and Spearman's correlation coefficient were used. Results: Pedagogical quality and innovation received the highest mean rating (3.61 out of 5), while technological accessibility received the lowest (3.02), with 38.5% of teachers rating it at a low level. The dimensions of digital educational resources showed very strong, positive, and statistically significant correlations with perceived academic performance and educational inclusion (Spearman's rho ranging from 0.978 to 0.991; p < 0.001), leading to the acceptance of the research hypotheses. Conclusion: According to teachers' perceptions, greater accessibility and pedagogical quality of digital resources were associated with better learning conditions and educational inclusion. These findings reflect perceived associations rather than causal effects.