Generational divides, social inequality, and epistemological reflections on teachers’ adoption of educational technologies in Quito

Abstract

The generational divide in technology use has created significant differences in how digital tools are integrated into education. This qualitative study, using a phenomenological design, examines how teachers from different generations in schools in Quito adopt Information and Communication Technologies (ICT) and assesses their implications for teaching and learning. The sample consisted of 15 teachers divided into three age groups: younger (25–35), mid-career (36–50), and older (51+). Semi-structured interviews were conducted, and thematic analysis was used to identify recurring patterns in their experiences. The findings show that younger teachers incorporate technology with relative ease; mid-career teachers tend to go through an adaptation process; and older teachers report greater difficulties and distrust. Factors such as digital self-efficacy, access to professional development, and the institutional context shape technology adoption. The study concludes that teacher training should be strengthened through differentiated approaches by generation, promoting strategic uses of technology to enhance educational quality.