Abstract:

Objective:
To analyze the impact of digital transformation (DT) on decolonization processes, specifically as promoted by the Information Science, Documentation, Library Science, and Archival Studies (CIDBA) Program at the University of Quindío. Specific objectives include documenting the decolonial contributions of students and highlighting the program as an agent of digital transformation that facilitates decolonization in educational settings.

Methodology:
This study employs a descriptive and documentary approach, focusing on a case study of the CIDBA program. A contextual review of digital transformation in education, online education, and decolonization theoretical frameworks is conducted. Empirical evidence includes spatial visualization of the territorial distribution of program students and an analysis of research projects and theses developed by students, particularly those from Indigenous communities.

Results:
The analysis shows that digital transformation, through the CIDBA program's virtual education modality, has been fundamental in eliminating barriers to access (mode, time, and space) to higher education. This has facilitated the inclusion of historically marginalized communities. The flexibility of online education is demonstrated as a tool that contributes to the decolonization process in these territories. Specifically, cases of Indigenous students are highlighted who, thanks to the ease of digital transformation, develop theses with a direct impact on their communities, supporting the preservation of ancestral knowledge through the promotion of contextualized reading.

Conclusion:
Digital transformation and online education emerge as strategic tools with enormous potential to support decolonization processes. However, their success depends on their use from a decolonial perspective that respects self-determination and cultural frameworks. The CIDBA program positions itself as an agent of transformation that contributes to the democratization of knowledge and community empowerment. It is concluded that decolonization implies a critical review of thought frameworks and the recognition of indigenous peoples as active subjects of knowledge.

Keywords:

Digital transformation, decolonization, e-learning, ancestral knowledge, higher education.