DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES AT THE FEDERAL INSTITUTE OF GOIÁS: PERCEPTIONS, IMPACTS, AND CHALLENGES AMONG FACULTY, STUDENTS, AND TECHNICAL-ADMINISTRATIVE STAFF

Abstract

This study aims to present an analysis of the perceptions of educational actors, the impacts, and the challenges related to the use of Digital Information and Communication Technologies (DICTs) in the institutional context of the Federal Institute of Goiás (IFG), considering the viewpoints of teachers, students, and administrative staff. The qualitative research was based on theoretical frameworks on digital culture, educational innovation, pedagogical conceptions, and identities mediated by technologies. Data were collected through semi-structured questionnaires and analyzed using content analysis. The results show that DICTs are recognized by the research participants as essential instruments for improving pedagogical practices, learning, and educational management; however, challenges persist related to continuing education, technological infrastructure, and the effective integration of digital tools into institutional routines. It is concluded that the consolidation of a digital culture at IFG depends on institutional policies that promote the critical, creative, and collaborative use of technologies, favoring innovative and participatory processes in teaching, learning, and management.