In recent decades, the academic community has devoted considerable attention to the consolidation of Information and Communication Technologies (TIC), in the educational context, generating a significant body of research and debate (Malik et al., 2019; Sar & Misrah, 2020). In the current educational context, the incorporation of technologies in pedagogy has become a prevailing need for educational institutions and educators. This need is not simply a response to the demands of an increasingly digitized society, but is also driven by the recognition that TICs can significantly improve the quality of teaching and learning (Apoki et al., 2020; Kazoun et al., 2022; Mirata et al., 2020).