Digital Teaching Narratives: An Ethnographic Perspective On Accounting Education In Tourism In Virtual Contexts

Abstract

The article explores virtual educational ethnography as a methodological approach to analyze social and educational interactions in digital environments, highlighting its relevance in social sciences. The global emergency caused by COVID-19 accelerated the adoption of Information and Communication Technologies (ICTs) in education, which imposed new challenges in teaching-learning in different areas of knowledge. From a qualitative and interpretative approach, supported by virtual ethnography, the strategies, perceptions and adaptations of accounting teachers belonging to tourism programs in Colombia, who migrated to virtuality as a result of confinement, are analyzed. It is concluded that it is necessary to adapt pedagogical practices to new technological dynamics, which, although they impose challenges such as affective disconnection and limited student participation, can also constitute valuable tools to guarantee meaningful learning in students and redefine the role of teachers as experience designers and emotional mediators.