ICT-mediated teaching practices in initial police training for officers in Colombia

Abstract

Digital transformation in higher education has introduced significant challenges for police training, particularly regarding the pedagogical integration of Information and Communication Technologies (ICT). This study examines ICT-mediated pedagogical practices within the training schools of the Colombian National Police, aiming to identify their scope, limitations, and strategic implications. A qualitative hermeneutic-interpretative approach was adopted, involving a purposive sample of 15 instructors, 3 academic administrators, and 30 cadets. Data were collected through semi-structured interviews, focus groups, non-participant classroom observations, and document analysis, and were processed using NVivo software. Findings reveal a heterogeneous integration of digital tools, including learning management platforms, interactive resources, and virtual simulators, alongside structural barriers related to connectivity, technological infrastructure, and faculty training. However, when ICT is implemented through active and situated methodologies, it enhances student motivation, participation, decision-making skills, and situational awareness. The study concludes that consolidating a digital police education model requires an articulated institutional policy combining infrastructure investment, continuous faculty development, technical support, and ethical guidelines for the use of emerging technologies. This research provides applied empirical evidence in the field of professional security training and offers relevant insights for police academies in Latin American and comparative contexts.