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Fatiga cognitiva en educadores universitarios adultos mayores durante la psicoadaptación a entornos digitales
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Introducción: El agotamiento mental provoca una disminución en el rendimiento docente frente a las exigencias de la enseñanza en línea.
Objetivo: Evaluar la fatiga cognitiva en educadores universitarios adultos mayores durante la psicoadaptación a entornos digitales.
Material y Métodos: Entre enero y junio de 2023, 27 docentes universitarios adultos mayores fueron encuestados en línea. Se utilizó una escala Likert y se validó la fiabilidad mediante el coeficiente alfa de Cronbach. Con el SPSS v25, se analizó la correlación de Spearman entre la fatiga cognitiva y la psicoadaptación a entornos digitales. Se consideraron significativos los resultados cuando p≤0,05.
Resultados: Los docentes universitarios mayores enfrentan dificultades con la tecnología digital: problemas de concentración (88,9 %), agotamiento mental (77,8 %), resistencia a tareas digitalizadas (70,4 %), falta de seguridad con herramientas tecnológicas (66,7 %), y sobrecarga laboral (81,5 %). La fatiga cognitiva y adaptación deficiente (puntuación de 3,25) destacan la necesidad de apoyo específico. La fiabilidad de los datos (α = 0,73) respalda la medición de fatiga cognitiva. La correlación entre fatiga cognitiva y adaptación digital es débil y no significativa (ρ = 0,2563, p = 0,2768), sugiriendo una relación compleja.
Conclusiones: Existen desafíos significativos en la adaptación de los docentes universitarios adultos mayores a la tecnología digital, destacando la necesidad de apoyo específico y estrategias adecuadas.Palabras clave
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