Integration of digital tools in the teaching of the korean language in the paraguayan educational context

Abstract

This study examined the integration of digital tools in Korean language teaching within the Paraguayan educational context. Through a qualitative approach based on semi-structured interviews, it analyzed the experience of two teachers with trajectories in public and private institutions. The research identified four fundamental factors that influenced technology adoption: pedagogical, organizational, technical, and contextual. The findings revealed significant contrasts between institutional contexts: while in private institutions technology integration improved student motivation and listening comprehension and vocabulary skills, in public institutions structural barriers severely limited technology use. The comparative analysis showed that teachers in public institutions faced more pronounced challenges related to connectivity, device access, and limited class time. Both instructors agreed on the need for hybrid approaches and inclusive strategies that do not depend exclusively on technology. The results suggest the urgent need for differentiated educational policies that consider local socioeconomic realities and promote equity in access to technological resources between public and private institutions.