Brecha generacional, desigualdad social y reflexiones epistemológicas sobre la adopción docente de tecnologías en Quito

The generational gap in the use of technology has led to significant differences in the integration of digital tools within the educational field. This qualitative study, using a phenomenological design, examines how teachers from different generations in schools in Quito adopt Information and Communication Technologies (ICT), assessing their impact on the teaching–learning process. The sample consisted of 15 teachers divided into three age groups: young (25–35 years), middle-aged (36–50 years), and older (51+ years). Semi-structured interviews were conducted, and thematic analysis was used to identify patterns in their experiences. The results indicate that younger teachers have incorporated technology with ease, middle-aged teachers have undergone a process of adaptation, while older teachers show greater difficulties and mistrust. Factors such as digital self-efficacy, access to training, and the institutional context influence technological adoption. It is concluded that strengthening teacher training through differentiated approaches according to generational groups is necessary, promoting the strategic use of technology to enhance educational quality.