Strategic management of technological disruption. a gamification model for transforming faculty engagement in higher education institutions
DOI:
https://doi.org/10.36390/1yq7yp24Keywords:
Strategic management, technological disruption, gamificationAbstract
This study aims to develop a management model based on gamification as a strategy for managing technological disruption. It seeks to transform resistance to change into active engagement among faculty members in the university's digital transition, focusing on the teaching staff of the Faculty of Economic and Social Sciences at the University of Zulia. Within this context, it is inferred that increasing digitalization and the shift towards blended learning models demand not only technological infrastructure but also a reconfiguration of organizational culture and pedagogical practices. Methodologically, a descriptive, field-based, and cross-sectional design is adopted, supported by instruments that explore the marketing mix of educational services and the factors of attitudinal resistance to the use of technological tools for learning. The results show that, even though faculty members recognize the usefulness of digital platforms, critical barriers persist, associated with technological disruptions and insufficient pedagogical training for digital environments. Based on previous findings, it was concluded that a management model grounded in gamification is needed as a strategy for managing technological disruption. This model aims to help modify resistance to change and foster active engagement among faculty members in the university's digital transformation. It seeks to quality andwed institutional commitment, strengthen educational quality, and encourage human-centered management within the framework of artificial intelligence and disruptive education.
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