Abstract
This study aimed to analyze the impact of a training process that integrates the relational paradigm of the New Strategic Theory (NST) with Self-Regulated Learning (SRL) theory on the development of Digital STEM Identity (ID-STEM) among 81 K–12 teachers from the rural municipalities of Chía and Cajicá in Colombia. The research is grounded in the need for integrative theoretical frameworks that enable the study and development of this emerging form of identity in heterogeneous educational settings, through a communicative and strategic lens. A mixed-methods approach was adopted. In the theoretical phase, a conceptual model was developed encompassing five dimensions: digital self-efficacy, sense of belonging, intrinsic motivation, digital competencies, and the strategic use of technological tools. In the quasi-experimental quantitative phase, the model was validated through a five-module virtual course on ID-STEM, designed to measure changes in teachers’ self-perception before and after the intervention. The most significant finding was a substantial increase in self-perceived ID-STEM, as evidenced by higher levels of motivation, self-regulation, and willingness to integrate digital technologies in the classroom. The study concludes that the NST offers a relevant theoretical and methodological framework to connect communication, strategy, and STEM education in teacher professional development processes, with potential for replication in other diverse educational contexts.