CHALLENGES OF THE TEACHING ROLE BETWEEN RESISTANCE AND INNOVATION IN CONTEMPORARY EDUCATION

Abstract

The aim of this essay is to demonstrate that teachers' resistance to the integration of Information and Communication Technologies (ICT) is not a phenomenon of individual denial, but rather the result of structural, pedagogical, and social tensions that require a redefinition of the role of teachers. The methodology is based on a documentary analysis using a dialectical method of comparing ideas and reviewing specialized academic literature, allowing for a contrast between the demands of innovation and the realities of the classroom. As a result, it is identified that factors such as technostress, the digital divide in rural contexts, insufficient techno-pedagogical training, and the lack of supportive public policies generate a climate of mistrust that limits the appropriation of digital resources. It is evident that technology is often perceived as an administrative burden rather than a mediating tool. The main finding is the imperative need to transform educational practice through a systemic approach, where teachers evolve from being transmitters of information to mediators, tutors, and curators of digital content. This transition requires not only infrastructure but also a culture of ethical and sustainable innovation that responds appropriately to the demands of contemporary education and closes existing educational gaps.