We empirically identify and delve into how current technological resources are incorporated into the daily life of institutions, and how under their various forms and uses they have not led to a significant transformation of ways of thinking and interacting with the dynamics of knowledge and social change. The technical utility conferred to technologies has limited the scope of institutional resources to enhance the transcendence and sense of transformation that such technologies are capable of deploying in the social and educational spheres. To demonstrate this, we analyse recent university training in social sciences and education, visualizing how this phenomenon is reflected in the final products (theses in education), and in their limited supply in terms of social impact results. We conclude with a balance of challenges for the university institution in the presence of innovations in the production and circulation of knowledge, and in the sociocultural changes that have taken placee.
