Technological Readiness, Adaptation to Remote Teaching and ICT Use in the Post-Pandemic: A Logistic Regression Model for Colombian Teachers Preparación Tecnológica, Adaptación a la Enseñanza Remota y Uso de TIC en la Postpandemia: Un Modelo de Regresión Logística para Docentes Colombianos

Abstract

The COVID-19 pandemic has accelerated the integration of ICT in education, forcing teachers to adapt quickly to remote teaching. This study investigates teachers' perceptions of the educational crisis experienced during the pandemic and the challenges in the post-pandemic phase. Using a quantitative approach through structured surveys of 534 teachers in Colombia, it examines adaptation to remote teaching, technological readiness and ICT use in the post-pandemic period. Statistical analyses such as chi-square and logistic regression tests revealed a high capacity for adaptation and a greater appreciation of ICT, although challenges remain in terms of access to resources and training. Teachers who were better prepared technologically were more adaptable and continue to use ICTs. The pandemic has fostered collaboration and reflection on innovative educational practices. It is recommended to strengthen continuous training in digital skills, improve technological infrastructure and promote hybrid educational models to maximise the potential of ICT in post-pandemic education.