Presentiality beyond presence: pedagogical implications of teacher interaction in digital education

Abstract

This article discusses the concept of presentiality in digital education in light of the intensified use of educational technologies. The qualitative study was conducted through a focus group with eight faculty members from a Higher Education Institution located in Belo Horizonte (MG, Brazil), working within the hybrid teaching model. Data collection took place in December 2025, and participants' statements were organized into analytical codes using the Atlas.ti platform, which made it possible to identify pedagogical strategies that either foster or hinder presentiality in the digital environment. The findings show that presentiality is strengthened by intentional teaching practices, such as visibility of the face, the quality of audiovisual communication, clarity of pedagogical objectives, and the attribution of meaning to the lessons. Conversely, the mere transposition of in-person methodologies to the digital environment, the excessive use of slides, the absence of pedagogical mediation, and the fragmentation of student attention constitute factors that diminish presence.