Higher education teachers as an adaptative complex social system: Designing a training model for multimodality considering an andragogical approach

Design a training model, considering teachers as adult learners that integrate an Adaptive Complex Social System capable of performing in multimodal environments and systems. Qualitative-Quantitative research was done1) Participatory Action Research with discussion groups, in-depth interviews, and questionnaire. 2) Design of an instrument to contrast the information obtained (triple-entry table). 3) Design of the conceptual model of teacher training based on the approach of Complexity Sciences from an andragogical approach. This study was conducted with the support of online and distance Education Department of a Center for Continuing Education in Social Work of a Public University in Mexico City during the period from 2022 to 2023. Fifteen teachers were involved, 10 women and 5 men with an age range between 45 and 70 years old. The main results obtained were: 30.77% of the teachers surveyed consider that they perform better in virtual environments with a mixed modality. 46% of the teachers surveyed consider that the most important thing when using technological resources is the didactic use that they can have and their ease of adaptation. 61.54% of the teachers surveyed think that they need to be strengthened in the development of technological skills. 53.85% of the teachers surveyed consider that for a training process to meet their needs, it is necessary to consider their motivations and the conditions of their environment. Based on the contrasts of the information obtained a model based on Social Complexity an andragogical approach was designed. Considering higher education and continuing education teachers as adult learners, agents of a Complex Adaptive Social System, it is possible to achieve a scientific and didactic-technological appropriation of multidisciplinary and in some cases transdisciplinary, which allows teachers to handle with the contingencies that arise when moving between different environments, systems and teaching and learning modalities. Which opensa new line of research regarding the Social Complexity approach.