La comunicación y las TIC en el contexto universitario desde una hermenéutica fenomenológica

Abstract

This article analyzes the role of Information and Communication Technologies (ICT) in university education from a hermeneutic-phenomenological approach. It argues that the university, beyond transmitting content, must act as a transformative agent that promotes inclusive communication, respects diversity, and ensures equal access to ICT. The contributions of Vygotsky, Freire, and Gardner are integrated, along with Kuhn’s notion of scientific paradigms, to critically question the traditional foundations of knowledge and its assumptions of objectivity. The study highlights the relevance of the qualitative approach and, in particular, the phenomenology of Husserl and Heidegger, which prioritizes lived experience and the meaning that individuals attribute to their communicative practices. Within this framework, the semi-structured interview is presented as an appropriate tool for accessing the depth of testimonies, placing ethics as the guiding principle of the investigative process. Likewise, the article examines the challenge of responsibly integrating ICT into university curricula, promoting their use as instruments of inclusion, transparency, and social justice. It is affirmed that the construction of knowledge is a social and ethical practice, never neutral or absolute. Therefore, the university has the responsibility to train critical and committed professionals capable of using ICT to strengthen communication, pluralistic thinking, and social transformation in a globalized digital environment.