Teachers' perceptions of students' literacy skills

Abstract

This study analyzes teachers' perceptions regarding their students' literacy skills in the city of Pamplona, Colombia. Adopting a qualitative approach with a phenomenological design, the researchers conducted in-depth interviews with eight educators across primary, secondary, high school, and university levels. The results reveal a shared concern regarding students' low levels of critical and inferential comprehension, a deficit exacerbated by the long-term disruption caused by the recent health crisis. The study concludes that technology plays a paradoxical role: while it is perceived as a tool that democratizes access to information in contexts of economic hardship, its uncritical use fosters a desire for instant gratification and cognitive superficiality. The findings highlight the need for active family support, a revaluation of the teacher's cultural capital as an essential mediator, and a policy ensuring continuity in academic literacy.