In-Service Teachers¿ Continuous Education on the Implementation of Virtual Learning Environments

Access gaps and contextual issues influence using virtual learning environments (VLEs) in basic education. There is a need for comprehensive strategies to enhance digital competencies among educators in Latin America and Mexico¿s basic education system. This study aimed to understand the acceptance of VLEs by in-service teachers participating in a continuous education program in Mexico and the factors behind it. A questionnaire that included anxiety, perceived utility, attitude towards digital environments, behavior intention, and readiness to use VLEs in education was translated, adapted, and applied. 215 participants answered 20 questions using a Likert scale of 1¿6. Of them, 75.3% were female, 93% taught in levels from pre-primary to high school, and 57.2% worked in private schools in the center region of the country. The questionnaire¿s validity was measured with satisfactory results. The respondents showed low anxiety and a strong willingness to use VLEs. This readiness indicates that continuous education programs can help educators embrace VLEs. However, a longitudinal approach could provide better insights than our cross-sectional study. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

In-Service Teachers¿ Continuous Education on the Implementation of Virtual Learning Environments Chapter in Scopus