Spirat. Revista Académica de Docencia y Gestión Universitaria
SPIRAT, revista académica de docencia y gestión universitaria, es una publicación semestral editada por el Vicerrectorado Académico de la Universidad Peruana Cayetano Heredia. Su propósito es publicar y difundir contribuciones que tienen como tema central las experiencias y aportes en los diversos campos de la función docente universitaria en el Perú, América Latina y el mundo. Es financiada con recursos propios y publica en cada número dos secciones: la primera está compuesta por artículos de investigación, de revisión y relatos de experiencias; y la segunda parte contiene artículos de opinión y cartas al editor.
Copyright (c) 2025 Lizbeth Alvarado Campos https://creativecommons.org/licenses/by/4.0/
Digital competencies in higher education: implications for the teaching-learning process of professors and students
The development and integration of digital competencies in higher education are essential in the current era. Technological changes, driven by ICTs, the internet, virtual learning environments, robotics, and artificial intelligence, demand the development of new professional competencies. The main objective of this study is to evaluate the influence of three digital competencies on university students’ learning process and professors’ performance. The results obtained through Structural Equation Modeling (SEM) show that digital competencies influence both students’ perceived learning and professors’ perception of learning. The findings underscore the importance of effective interaction between students and professors in virtual environments, and the need for constant updating in digital competencies to optimize the teaching-learning processes.
Copyright (c) 2025 Manfred Murrell Blanco, Karla Vetrani-Chavarría https://creativecommons.org/licenses/by/4.0/
Co-design of a Psychology integrated curriculum
This article presents the process of designing the Psychology curriculum at the University Hospital Italiano de Buenos Aires (UHIBA), highlighting its integrated curriculum approach. The design was developed through a collaborative process involving mental health professionals from Hospital Italiano and the curriculum development staff of UHIBA. This presentation discusses the theoretical foundations of the curricular design, emphasizing the transition from fragmented approaches to an integrated model that addresses complex social problems from multiple perspectives. The resulting curriculum is structured into two cycles: an initial cycle focused on the human life and family cycles and the development of Psychology as a discipline, its issues and debates; and a profesional cycle that includes training in various professional domains. The curriculum also emphasizes promoting mental health and includes perspectives on gender, diversity, disability, and social inclusion. This approach aims to strengthen the graduate profile, preparing each student to fase complex challenges in various professional settings. Future research directions include evaluating the impact of this model on student competencies and comparing it with other curricular approaches in similar institutions.
Copyright (c) 2025 Lucas Stambole Dasilva, Agustina Olczak, José Faccioli, Verónica Lapelle, Fátima Barragan https://creativecommons.org/licenses/by/4.0/
The development of entrustable professional activities for the Kinesiology and Physiotherapy program at the National University of Hurlingham
This study aims to define the “Entrustable Professional Activities” (EPAs) for Kinesiology and Physiatry graduates at the National University of Hurlingham, Argentina. It also establishes competency development areas relevant to this context. The qualitative research involved documentary analysis and surveys of kinesiologists serving as clinical practice teachers. The results identified 6 competency areas and 5 EPAs for new graduates. These findings benefit students, teachers, the institution, and service recipients, and can guide similar institutions. The limitations include context-specific transferability and the lack of implementation and calibration, as this is the first stage. Future stages involve further development, analysis, and consensus on EPAs followed by implementation and evaluation.
Copyright (c) 2025 Maria Laura Merlo, Mario Ernesto Korell https://creativecommons.org/licenses/by/4.0/
Raven’s Progressive Matrices test sheet adaptations: Challenges and Projections
This research focuses on promoting accessibility by developing adaptations of the Raven’s Progressive Matrices test sheets. The study acknowledges the importance of aligning with inclusive education, understanding the background of adaptations, and considering multisensory and multimodal techniques. The objective is to design and create tactile adaptations based on the principles of educational inclusion, while also considering multimodal and multisensory techniques. This exploratory research includes the design, development, and revisions of the instruments. Two adaptation proposals are developed: one using microencapsulated paper sheets and another with 3D printing. Both adaptations highlight various relevant aspects, such as the benefits in terms of production and durability, as well as challenges related to design complexities, time, and access to materials. Projections for the application of these adaptations in educational and/or training settings are identified, and future research is proposed to optimize and expand these innovations in the field of psychological assessment.
Copyright (c) 2025 Carolina Lemus Santibáñez, Paulette Morales https://creativecommons.org/licenses/by/4.0/
Pedagogical innovation in Architecture: Transforming the curriculum to face the challenges of the future
This paper presents the methodology that was followed for the curricular redesign of the Universidad Autónoma de Centro América, with an approach based on research, innovation and foresight. In addition to the comprehensive evaluation of the curriculum, the process includes global trends in the training of professionals in Architecture, the analysis of the SDGs, the Tuning Latin America project, as well as the perspectives of various sectors related to the discipline. As a result, a panoramic view of the characteristics and repercussions in different areas of professional practice is obtained; in this way, a model is built, identifying the impact variables and their indicators. As a learning strategy, the Transversal Design Workshop is implemented, based on Problem-Based Learning, with a structuring of the contents that considers the sequential, progressive and spiral model, which implies a journey in which students internalize interconnected knowledge of increasing complexity, based on a real situation.
Copyright (c) 2025 Sonia Parrales Rodríguez; Maureen Coto Alfaro https://creativecommons.org/licenses/by/4.0/
Competencies of the XXI century teachers for sustainable development within the framework of the 2030 Agenda
Competencies in education have faced challenges throughout the 21st century, so it is pertinent to reflect on the skills, knowledge and attitudes required by teachers in higher education in terms of the demands of today’s society in terms of innovation, research and promotion of the quality of education. For this reason, the general objective is to identify and characterize the pedagogical and didactic skills that teachers require in relation to cultural, emotional and technological elements. Based on a systematic review of a qualitative-descriptive nature, some databases such as Scielo, Redalyc and Dialnet are reviewed in relation to the Fundamental Competencies for Sustainable development, and the main categories are obtained: environmental and cultural competencies, socioemotional and digital, subcategories, descriptors and objectives. This information is organized in figures and tables. It is emphasized that these studies address different significant strategies that allow leading the educational process from various points of view, problems, actions and resources, they also provide knowledge and expand the analysis, and provide new experiences to exchange in life in society.
Copyright (c) 2025 Helga Viviana Almeida Sánchez, María Helena Quijano Hernández https://creativecommons.org/licenses/by/4.0/
Association between parental participation and performance in learning addition and subtraction
The role of parental figures in the development of basic skills has been the subject of multiple debates both in psychology and pedagogy. In the context of an investigation on the role of emotions in the learning of addition and subtraction, also set out to detect the association between the participation of fathers, mothers or caregivers in the child’s academic activity and their level of performance. The results show that adults can think critically on their disposition to participate in the teaching process, their ability to motivate learning and their ability to perceive teaching opportunities. These tendencies correlate with their attributions of difficulty to children which in turn relate to the level of children’s performance on addition and subtraction tasks. Although the trends are consistent with the idea that interaction with caregivers may promote learning or impose barriers to the competence development, the issue needs further research.
Copyright (c) 2025 Ana Cristina Santana Espitia, Jesús Armando Fajardo Santamaría https://creativecommons.org/licenses/by/4.0/
Ethical and regulatory challenges of the use of AI tools by university students: the case of the Library Science School
Overview. The implementation of artificial intelligence in higher education offers significant opportunities to improve teaching, learning, and institutional management, these advances pose significant challenges, such as equity, privacy, aswell as academic integrity, which must be carefully managed to ensure that the benefits of AI are distributed fairly, aside, that academic integrity remains intact, thus AI has the potential to revolutionize the way we teach, learn, and assess, but its implementation also presents challenges that must be approached with caution. It is essential to redesign educational curricula to incorporate digital competencies that allow students to interact effectively with artificial intelligence, thus AIimplementation must be inclusive to ensure that all students have equitable access to these advanced technologies, while always protecting the privacy of their data and maintaining high standards of academic integrity.
Copyright (c) 2025 Carmen Trigueros Rojas https://creativecommons.org/licenses/by/4.0/
Centro Integral de Innovación Social: the university in the territory
The Universidad Católica del Maule has a history of relationship with the territory through its research centers, clinical fields, internships in rural and urban schools, access programs to higher education, among others, which have allowed it to strengthen a network of actors who participate in university activities. This article aims to show the experience of the Comprehensive Center for Social Innovation (CIIS), which, based on a participatory process with internal and external actors, developed a model of Social Innovation to be institutionalized in the undergraduate curriculum. The CIIS is an entity that articulates institutional links with actors in its environment to achieve reciprocal learning, collaborative work in the search for mutual benefits and the permanent improvement of the institutional functions of teaching, research and links with the environment. Facing the challenge of transforming the university culture that has traditionally privileged vertical, tutelary and welfare relationships with the environment; and the poor alignment of training with the needs of practicing the profession.
Copyright (c) 2025 Claudia Concha, Gerardo Sánchez, Carolina Rojas https://creativecommons.org/licenses/by/4.0/
Reading proficiency: design and validation of an instrument
The main objective of this research was to design an instrument to measure reading proficiency in primary school students. Based on a sample of 216 schoolchildren from Bizkaia, the instrument consists of three versions, one for each cycle, and assesses 15 metalinguistic skills. Reliability analyses showed acceptable internal consistency, with coefficients ranging between .72 and .83. The sedimentation plot and the rotated component matrix identified five main factors: word and text recognition and structural comprehension, evaluation and critical reflection of information, advanced reading strategies, phonological awareness, and structural language comprehension. These results suggest a new five-level taxonomy of reading proficiency, contrasting with traditional fourlevel taxonomies. The comparison with previous studies shows significant coincidences and differences, highlighting the greater comprehensiveness of the instrument designed. In conclusion, the instrument developed provides a robust and complete tool for the assessment of reading proficiency in primary education, offering a solid basis for future research and pedagogical applications.
Copyright (c) 2025 Irati Ortiz de Anda-Martín, Leire Martín de Hijas-Larrea, Asier del Arco, Jone Hurtado Reina, Laura Trimiño-Pérez https://creativecommons.org/licenses/by/4.0/
Digital competencies in university teachers
Digital competence in teachers are skills, knowledge and attitudes required for the use of technologies in the creation, management and development of information and knowledge for the achievement of student learning. The objective of the study was to determine the digital competence of teachers at a Peruvian university. Method: The study was observational and cross-sectional, and the “Digital Competence for Educators” self-assessment survey was applied to a sample of 365 teachers. Descriptive and inferential statistics were used to identify associations with some variables of interest. Results: Teachers achieved the digital competence of Integrator. Discussion: It is necessary to improve competencies by providing training on various technological tools and analyzing their adaptation to current teaching practices. Conclusions: The evaluated teachers have digital competence at an integrative level.
Copyright (c) 2025 Yesenia Musayón-Oblitas, Daniel F. Condor-Camara, Nélida Hilario Huapaya, Carol Zavaleta Boza, Melania Gutiérrez Yépez https://creativecommons.org/licenses/by/4.0/
Universitarios y ODS: una experiencia diseñando proyectos sociales.
Se presenta, la experiencia curricular denominada ‘Diseño de Proyectos Sociales’ donde estudiantes universitarios desarrollan proyectos de innovación social, con foco en los Objetivos de Desarrollo Sostenible (ODS). A través de estrategias metodológicas activo-participativas, estudiantes identificaron problemas en sus entornos y propusieron soluciones contextualizadas, diseñando proyectos utilizando para su evaluación el marco analítico de los ODS, lo que brindó la oportunidad de incorporar paulatinamente la sostenibilidad en los planes de estudio desde una perspectiva sistemática compleja e integrada a la realidad. La investigación acción participante y un enfoque cualitativo permitió una comprensión profunda de las experiencias de los estudiantes y de los procesos involucrados en el desarrollo de sus proyectos. Los resultados de este tipo de experiencia curricular en la educación superior permite por un lado, generar acciones formativas vinculadas a las demandas de la sociedad y por otro, que los estudiantes adquieran habilidades para transformarse en agentes de cambio, favoreciendo la participación, el trabajo en equipo, adaptación al cambio, la escucha activa todos elementos relevantes para la co-construcción de soluciones que aborden las problemáticas socio ambientales que afectan a la sociedad actual.
Copyright (c) 2025 Carolina Rojas, Claudia Concha, Gerardo Sánchez https://creativecommons.org/licenses/by/4.0/
Self-managed design of multisensory/multimodal material for subjects of the Psychology Career
This paper presents the experience of designing and using multisensory/multimodal material in the university classroom in four compulsory subjects of a psychology degree. This initiative sought to respond to student diversity in the classroom and, from an inclusive perspective, sought the participation in learning of all students with and without visual impairment. Materials such as thermoform, microencapsulated paper, 3D printing, EVA foam, liquid silicone, fabric, cardboard, etc., were used for the design. A qualitative methodology was chosen to know the students perception of the new material, incorporating semi-structured interviews, questionnaires, and focus groups. Qualitative content analysis was used to systematize the information produced. The results show that the students valued incorporating this type of material very positively, reporting contributions not only in learning and motivation but also in their vision of the importance of inclusion in the training and professional practice of psychology. The lack of economic resources stands out as a limitation, as well as the lack of knowledge on the part of authorities on the subject, which can translate into little support for the development of inclusive actions in the classroom.
Copyright (c) 2025 Ivette González Sarkis, Margarita Bórquez Quintas, María Paulina Castro Torres https://creativecommons.org/licenses/by/4.0/
The use of Artificial Intelligence in Academic Production: Repercussions and Challenges in the Information Age
This article presents a comparative analysis of the use of Artificial Intelligence (AI), particularly the Chat-GPT natural language algorithm, as a methodological support tool in the preparation of academic papers, in comparison with conventional research methods. To this end, an experiment was conducted with two groups of university students: one using Chat-GPT for research, collection, analysis, and writing of academic papers, and the other using traditional tools and methods. Initially, the study briefly introduces fundamental concepts of AI and conducts a comparative analysis between conventional methodologies and the use of ChatGPT. Based on the results obtained and the analyses conducted, it was found that the application of Chat-GPT as a methodological support tool can result in greater productivity, allowing the production of higher quality papers and greater efficiency, reducing the time dedicated to research and writing. The objective of this article is to contribute to the discussion on the role of AI in conducting scientific research, as well as to identify advantages and possible disadvantages compared to conventional approaches to the production of academic papers.
Copyright (c) 2025 Robson Gonzaga Silva https://creativecommons.org/licenses/by/4.0/
Writing a first-degree paper: Tensions and teacher scaffolding
The 2030 Agenda demands that Higher Education Institutions review how they produce knowledge, and the first step is to review how they promote the development of research competencies. This study reports an experience of accompaniment for writing an initial degree project, considering the students’ perceptions regarding research and written feedback as scaffolding in producing texts associated with research. Its central question is: What are the tensions students face in writing their first-degree work, and how does the feedback provide them with scaffolding to face them? Case study and qualitative approach according to the principles of SOTL practice. One teacher and ten students participated. Data are interviews and teacher’s written comments. Results identify the tensions reported by students and how written feedback provides adequate support through contextualized and personalized interventions. Implications and projections are discussed.
Copyright (c) 2025 Maria Beatriz Cifuentes https://creativecommons.org/licenses/by/4.0/
Implementation of the Active Pedagogies Paradigm and Active Learning in the Classroom. A Case Study from a University Philosophy Classroom, Based on the SoTL Research Model
Introduction: The implementation of a series of didactic activities aligned with the paradigm of active pedagogies and active learning in university philosophy classes has become a recent area of interest and attention for current pedagogical and methodological trends in teaching philosophy. The introduction of such didactic activities is associated with the implementation of methodological teaching strategies that facilitate student-centered meaningful learning, representing a paradigmatic shift within the tradition of teaching philosophy. Objective: This research studies, records, and communicates the experiences of university students in the philosophy classroom. Its goal is to analyze the designs and methodological practices of teaching and learning philosophy based on the paradigm of active pedagogies and active learning in the classroom. It addresses the question: Do the implemented learning activities enhance learning? Method: A quantitative questionnaire with a Likert scale was used to understand the population’s perception of the learning activities based on the SoTL methodology. Results: The results verify the relevance of designing and implementing educational practices centered on the student, as it provides meaningful learning, cognitive engagement, and stimulates higher-order cognitive processes.
Copyright (c) 2025 Joan Javier Cordero Redondo https://creativecommons.org/licenses/by/4.0/
Rethinking Education in the Age of AI: Challenges and Opportunities for Teaching and Learning
This study presents an overview of the use of Artificial Intelligence in higher education. It is a broad topic, but we focus on the perception of the challenges and opportunities that artificial intelligence presents within the educational context. To this end, an exploratory review of the literature on this topic was carried out, in addition to interviews with teachers and students. As a result of the bibliographic research, we highlighted challenges such as ethics, data protection, obtaining results without bias; and opportunities include personalized learning, support for teachers in creating lesson plans and materials, and control in school management. Regarding the interviews, we listed the main points that will be transformed into a questionnaire for the continuation of this study.
Copyright (c) 2025 Cláudia Neli de Souza Zambon, Angélica María Guajardo-Cocke, Juan Pablo Catalán Cueto https://creativecommons.org/licenses/by/4.0/
In the last 20 years, Chilean society has gradually become aware of Autism Spectrum Disorder. (en adelante TEA). Only in the last decade has knowledge of autism with a gender perspective increased, highlighting the differences in how autism presents in women and men. This is how gender biases in the diagnosis of autism are due to the lack of knowledge about its neurodivergent manifestation. This is expressed in that the diagnosis of men occurs four times faster than that of women. Due to the neurological differences that exist between both genders, women’s ability to camouflage symptoms, mimic typical social behaviors, and their advanced social skills can contribute to a delayed diagnosis. In this context, a contribution is made to the book “Contributions to the Development of the Quality of Life of People with Autism: Family, School, and Community” from the Special Education program at the University of Concepción, Los Ángeles campus, with the design of the chapter on gender bias in ASD, constructed through a bibliographic review of research that presents a perspective on female autism from 2015 to 2023. Through a documentary analysis, sociocultural influences, genetic and neurological aspects, characteristics of female ASD, evolution and diagnosis of ASD, and neuropsychiatric disorders with a gender perspective are addressed to contribute to the search for answers to the challenges posed by researchers, educators, health professionals, people with autism, and their families. Additionally, it will be analyzed how all of the above can lead to an invisible gap in timely attention and intervention at the educational level.
Copyright (c) 2025 Catalina Duarte Soto https://creativecommons.org/licenses/by/4.0/
Virtual role play as a learning strategy communication tools in family intervention
Introduction: The COVID-19 pandemic rethought educational practices at different levels, one of them was higher education. Simulation became an alternative for many institutions. Aim. demonstrate that the application of virtual role play in teaching communication skills in a simulated family intervention in family medicine residents. Methodology: The virtual role play tool was implemented through monthly virtual sessions, with the stages of planning, development and evaluation or debriefing, to improve the communication skills of residents of the specialty in family medicine, also verify learning through checklists. Results: compliance was observed between 80 and 90% of the included items. Likewise, in relation to the use of virtual role play, residents expressed satisfaction, usefulness in learning and advantageous to apply in the specialty. Conclusions: The application of this tool managed to practice communication sessions in family intervention with the application of checklists and comments on residents’ satisfaction with the learning process.
Copyright (c) 2025 Jenny Maribel Ricse Osorio https://creativecommons.org/licenses/by/4.0/
Can Large Language Models Automate Systematic Studies of Literature? Exploring Automated Screening - A Case Study in the Field of Computer Science Education
This study evaluates the efficacy of Large Language Models in the screening process of Systematic Literature Studies in Computer Science Education, a domain with increasing contributions. Using models such as GPT-4o, Claude-3.5-Sonnet, and Llama-3-70B, the automation of the screening process is explored, comparing its results with a manual process carried out by researchers in the area. The data worked with are from July 2024 and the results of the selection process show high sensitivity (≥0.8644) in all models, indicating that at least 86% of the relevant articles are included, and it is highlighted that Claude-3.5Sonnet includes 96.6% of the relevant articles. The F1-Score values for Claude3.5-Sonnet and GPT-4o (≥0.74) show that the models’ performance is acceptable for this study’s context. Although the low precision (≥0.355) indicates that the models tend to include non-relevant articles, the results obtained suggest that LLMs have significant potential as support tools at the inclusion/exclusion stage, potentially reducing manual review time. However, a hybrid approach combining automation with human judgment in the final tasks of this stage is recommended.
Copyright (c) 2025 Franklin L. Sánchez, Carlos Alario-Hoyos, Danny S. Guamán, Julio C. Caiza https://creativecommons.org/licenses/by/4.0/
Educational Innovation through Assessment: Peer Observation for Competency Self- Management
This study addresses the implementation of peer observation in initial teacher training in Physical Education using a formative and shared assessment approach that promotes the development of key competencies. The methodology is divided into three phases: self-assessment, implementation, and reflection. In the self-assessment phase, students evaluate their competencies and create an assessment instrument. Then, in the implementation phase, they apply this instrument to observe and provide feedback on their peers’ classes. The final phase involves personal reflection and meta-evaluation of the educational process. A self-perception questionnaire aligned with the graduation profile is included, validated by external experts and planned for future implementations to enrich formative assessment. The results show that peer observation is essential for developing skills such as teamwork, effective communication, and critical thinking, improving students’ ability to plan and evaluate learning. However, they face challenges such as difficulties in correction, feedback, and creating appropriate assessment instruments. In conclusion, peer observation stands out as a valuable tool for promoting reflection and self-awareness in teacher training.
Copyright (c) 2025 Fernando Muñoz-Sepúlveda, Pablo Vásquez-Cerda, Roberto Lagos Hernández, Paola Fuentes Merino https://creativecommons.org/licenses/by/4.0/
Development of a Community of Practice in Food and Nutrition Education: Innovation of Micro-curricula in Colombian Universities
This study examines the development of a community of practice (CoP) in the field of food and nutritional education (FNE), carried out by professors of four academic programs in nutrition and dietetics from both public and private universities in Colombia. The CoP emerged from an academic discussion meeting organized by the Laboratory Observatory of Information, Communication and Education for Health, Food and Nutrition (LOB ICESAN) of the School of Nutrition and Dietetics at the University of Antioquia. In the context of the 4C goal of the 2030 Agenda, this CoP focused on the pedagogical reflection of academic courses and individual subjects. After a year of meetings and collaborations, the results show significant changes in the micro-curricula, incorporating approaches focused on the context and needs of students in the pedagogical and didactic fields. This study highlights the importance of pedagogical reflection in the professional practice of the nutritionist and dietitian, and of the CoP in the continuous improvement of food and nutrition education from its teachability.
Copyright (c) 2025 Teresita Alzate-Yepes, Alexandra Pava-Cárdenas, Verónica Lucía Molina, Fabiola Becerra B https://creativecommons.org/licenses/by/4.0/
Service-Learning Experience: diagnostic phase in the development of a Reader’s Framework Project
The development of reading skills is fundamental for the academic process of students since it enables the acquisition of other learning at all academic stages. In this experience based on the methodology of Learning and Service, 52 students of Double Degree of CAFyD and Primary Education have planned and directed a participatory process with 246 students of Primary Education with a denominative multicultural scenario for the diagnosis of the development of reading competence in a school center. The results show a significant improvement both in the declarative knowledge of the university students and in the development of the reading competence of the children in the school. The Learning and Service experience demonstrates that a contextually oriented learning structure can have a significant impact on learning, highlighting the importance of theoretical-practical training and collaboration between different agents of the educational community.
Copyright (c) 2025 Ana Rodrigo, Naroa Rusiñol, Yrama Simarro, Paule Portilla, Ander Alday, June Uriarte, Erlantz Velasco https://creativecommons.org/licenses/by/4.0/
Explorando la percepción de estudiantes de segundo año de obstetricia en la construcción de modelos anatómicos educativos
Las metodologías activas del aprendizaje son fundamentales para la formación en la educación superior. Objetivos: Explorar la percepción de los estudiantes de segundo año de obstetricia en la construcción de modelos anatómicos educativos. Materiales y métodos: El estudio se realizó con un enfoque cuantitativo, empleando una encuesta online autoaplicada tipo Likert. Los participantes corresponden a estudiantes de segundo año de la carrera de obstetricia, inscritos en la asignatura de anatomía aplicada. Resultados: 37 estudiantes respondieron la encuesta, de los cuales 36 eran mujeres y 1 hombre. El 91,9 % de los encuestados declaró que esta metodología les permitió reflexionar sobre la importancia de la anatomía en su rol profesional y que la actividad tuvo un impacto positivo en sus conocimientos. Discusión y conclusiones: Los resultados permiten comprender la relevancia de las metodologías activas del aprendizaje en la educación superior, ya que impactan de forma positiva en el conocimiento, fortalecen competencias transversales y ayudan a comprender el rol profesional, especialmente en el ámbito de la educación como parte del cuidado de la salud.
Copyright (c) 2025 Jorge Devia Castro, María José Montecinos Mundaca, Heidy Martina Kotthoff Brito https://creativecommons.org/licenses/by/4.0/
Fomentando la Continuidad Educativa: Impacto de las Reuniones Integradas por Niveles en Comunidades Académicas de Ingeniería
En la educación superior, cada institución organiza sus comunidades académicas (CA) en base a sus modelos educativos. En el caso de la Universidad Autónoma de Chile (UA), las CA tradicionalmente operan mediante reuniones segmentadas por niveles semestrales. Sin embargo, en la UA, Sede Santiago, la carrera de Ingeniería en Construcción (IC) implementa una metodología innovadora que consiste en integrar todos los niveles de sus ciclos iniciales e intermedios en una sola reunión. Este estudio explora los efectos de dicha integración, facilitando un análisis tanto horizontal como vertical (intersemestral) de la educación. Los resultados preliminares sugieren que esta integración mejora la comunicación y colaboración entre docentes, potencia la coherencia curricular y enriquece el aprendizaje estudiantil al proporcionar una visión más amplia y conectada del programa académico. La implementación de reuniones integradas emerge como una estrategia prometedora para fomentar la continuidad educativa, progresión de aprendizajes y la cohesión académica en programas de ingeniería.
Copyright (c) 2025 Italo Sepúlveda Solari, Yaely Barrios Rodríguez, Thomas Mandel Galindo, Gabriela Peterssen Soffia https://creativecommons.org/licenses/by/4.0/
Initial teacher training in Higher Education
This is an early practice experience carried out with a sample of four students who are in their fourth semester of the bachelor’s degree in language and literature, and mathematics at the Industrial University of Santander, Colombia, in the academic activity Curricular Development. The objective is to investigate the perceptions and interests of 35 ninth grade students of basic secondary education in the area of Spanish language, and 32 eleventh grade students of secondary education, in the area of mathematics, in an educational institution in Bucaramanga, where they interact with teachers of the areas and observe the teaching dynamics. The data is obtained through observation and a questionnaire that includes open and closed questions. Some of the answers indicate the need to include in the development of classes, activities that link technological resources, creativity and greater group interaction, as well as address current issues.
Copyright (c) 2025 María Helena Quijano https://creativecommons.org/licenses/by/4.0/
Creation of audiovisual resources for Nursing students as an Innovation Project in Teaching
Currently, audiovisual technological resources have been incorporated as a teaching tool to improve the quality of content delivery. With the aim of promoting significant learning, remembering that there are different learning styles in higher education students, whose purpose was to support self-learning in nursing students who were taking the Intra-hospital Internship subject, we worked on an Innovation in Teaching project on year 2023, which consisted of the production of videos and capsules, which were also inserted in a digital manual of Pediatric Nursing Procedures, whose themes were related to: child health control, evaluation of psychomotor development, administration of intravenous medications and other procedures commonly used in the children’s area, both in primary and in-hospital care. These resources were made available to the students for free use and to promote the associated learning results in the children’s area prior to the start of the clinical simulation. The use of resources was provided with feedback through a brief survey, which was voluntary and anonymous in order to know the perception regarding the satisfaction generated by this type of strategy and to consider improvements and new contributions in the future.
Copyright (c) 2025 Magaly Sandoval-Zavala, Roxana Millán-Flores, Carolina Sambuceti-Núñez https://creativecommons.org/licenses/by/4.0/
Innovación en la Enseñanza de la Ética Empresarial usando Aplicaciones Móviles
La ética como competencia sigue tomando relevancia en el siglo XXI, motivando esta investigación para examinar la sensibilidad y el discernimiento ético basado en las decisiones de los/las estudiantes de cursos de marketing y gerencia de ventas de la escuela de negocios, Universidad de Chile. El estudio aplica un caso de dilema ético dividido en seis fases con distintos estímulos a través de la tecnología móvil EthicApp. Se realizan análisis ANOVA usando la prueba de Bonferroni para la comparación múltiple entre las medias de las fases y el modelo text-embedding-3-small de OpenAI utilizando ChatGPT-4o para caracterizar los clústeres, generando diagramas de Sankey permitieron observar los movimientos y cómo cambiaron las respuestas escritas entre las seis fases del estudio. Los resultados revelan variación en las respuestas en función del contexto dado en cada fase, los niveles de involucramiento de los/las estudiantes y el consenso grupal ante el dilema ético. Por consiguiente, este estudio evidencia que usar diseños instruccionales en fases apoyados por tecnologías móviles puede influir significativamente en las decisiones éticas, contribuyendo a una mayor reflexión y preparación ante situaciones éticas reales. Este enfoque metodológico es innovador y efectivo para enseñar la ética empresarial.
Copyright (c) 2025 Leslier Maureen Valenzuela-Fernández, Gustavo Zurita, Claudio Alvarez https://creativecommons.org/licenses/by/4.0/
Innovating Higher Education: Integration of AI, Mixed Realities, and the Metaverse Through Global Collaboration
The present project, developed in collaboration between Tecnologico de Monterrey, Universidad de San Sebastián in Chile, and Universidad Católica de Colombia, introduces an advanced methodology for integrating emerging technologies in higher education. This methodology combines artificial intelligence, mixed realities, the Metaverse, and the Global Classroom program to enhance the teaching of the course “Formal Representation of Space.” The results show significant improvements in three-dimensional spatial visualization and student engagement, supported by pre-test and post-test data.
Copyright (c) 2025 Antonio Juárez, Lesly Pliego, Jordi Rábago, Gabriela Salazar, Carlos Hinrichsen, Marietta Castro, Tomás Pachajoa https://creativecommons.org/licenses/by/4.0/
Artificial Intelligence and the Educational Community: A Participatory Approach at University
This work recounts a university project that developed an educational material with guidelines for good practices in academic production, framed within the context of the massification and expansion of Artificial Intelligence (AI). In view of this scenario, the institution chose to position itself in a situated manner in the face of the phenomenon, recognizing the impact that AI generates in the university educational system. To develop this material, joint work was carried out, open to all actors in the organization (teachers, researchers, students, nonteaching staff), to analyze the potential, alerts and challenges posed by these tools in higher education and to reach consensus on common criteria for their use. Throughout the work process, concerns were addressed regarding the preservation of academic integrity and the need to sustain and promote good teaching, study and research practices. As a result, there was high participation and involvement of institutional actors, an enriching training process, and the identification of valuable experiences in the use of AI within the university. This experience report highlights both the commitment to address topical and sensitive issues in a reflective and non-prescriptive manner, as well as the institutional openness to questions and dynamic positioning in the face of an expanding technological development panorama.
Copyright (c) 2025 Andrea Rozenberg, Lila Vázquez Lareu, María Paula Martínez Burzaco https://creativecommons.org/licenses/by/4.0/
Generative Artificial Intelligence Poses Undeniable Challenges to Analyze
The presence of Generative Artificial Intelligence has been noticed in the past months in different academic areas. Despite the fears that its arrival has presented, its new possibilities are being discovered daily, as well as new weaknesses. One of the objectives is to explore the opinion of the management team of the School of Medical Sciences on the usefulness of the strategies associated with AI that could be implemented and on which bioethical and anthropological aspects should be considered for its implementation. In the first place, the professors were interviewed and a scarce use and knowledge of the AI application was identified. In a second stage, an experience was implemented in the Medical Anthropology course with 51 students. Different identify strengths and weaknesses were observed for the AI application on the relationship between doctor and patient. 64,28% highlight the tools and the diagnostic systems; 57,14%, the new forms of interaction; and 100% mention the lack of empathy. Even though the use of AI poses ethical and anthropological concerns, multiple possibilities are recognized in its use, and these should without any doubt be permanently considered in order to assess the contribution of AI in the training of competent professionals.
Copyright (c) 2025 Julia Elbaba https://creativecommons.org/licenses/by/4.0/
The implementation of active methodologies and their impact on the development of skills and competencies for the current job market
The study explores the use of active methodologies in higher education, with a particular focus on their impact on the development of soft skills. These methodologies, which place the student at the center of the learning process, promote a deeper understanding of academic content while increasing motivation and participation in the classroom. The main objective of the research was to identify the degree programs and campuses of the National Technical University that employ these methodologies and to highlight their importance in developing key competencies needed in today’s competitive job market. The findings suggest that, although these methodologies significantly contribute to strengthening essential skills such as assertive communication, teamwork, and problem-solving, their effectiveness largely depends on crucial factors such as the adequate preparation of the teaching staff and the institutional support provided to educational programs.
Copyright (c) 2025 Xiomara Carrillo Montoya https://creativecommons.org/licenses/by/4.0/
GenAI in Higher Education: A Teacher Training Programme in the Health Field
The exponential growth of Generative Artificial Intelligence (GenAI) in recent years presents debates, opportunities, and challenges for higher education institutions. These institutions bear the responsibility of equipping their educators to creatively and critically engage with these technologies, facilitating their integration into teaching while also fostering the development of the necessary competencies within the educational community. This paper shares an experience from the Universidad Hospital Italiano de Buenos Aires, where a teacher training workshop was conducted to promote the introduction, exploration, and collective construction of criteria for the inclusion of GenAI in higher education. The workshop involved 151 participants who reflected on both teaching and student uses of GenAI in the health field, developing guidelines and warnings for its implementation. This training served as an introduction and there are plans to complement it with further proposals that encourage an interdisciplinary approach to the topic.
Copyright (c) 2025 Michelle Deborah Berk, Laura Magallan https://creativecommons.org/licenses/by/4.0/
Inteligencia Artificial: marco de competencias para orientar prácticas supervisadas y aplicaciones de redes neuronales en estudiantes de Computación
La investigación exploratoria se centra en el desarrollo de competencias en Inteligencia Artificial y redes neuronales, Se llevó a cabo en el Laboratorio de Procesamiento de Imágenes, durante el I ciclo del 2023, con la participación de académicos y estudiantes que cursan la Práctica Profesional. Propone un marco de competencias y una metodología para clasificar mamografías en benignas y malignas, se desarrolla un modelo de aprendizaje automático. Utiliza un conjunto de datos con 118 imágenes de mamografías, previamente diagnosticas. Los resultados abarcan: la clasificación, los procesos de aprendizaje basado en competencias, resultados de aprendizaje y la rúbrica para la evaluación. Se crea una aplicación informática que integra la red neuronal. En conclusión, se evidencian avances significativos en el desarrollo de competencias en Inteligencia Artificial y redes neuronales, así como en la aplicación práctica en el campo de la salud en la clasificación de mamografías.
Copyright (c) 2025 Johnny Villalobos-Murillo, Gabriela Garita-González, Byron Alfaro-Ramírez https://creativecommons.org/licenses/by/4.0/
One-On-One Support For Students With Special Educational Needs Through Tutoring In The First Year Of University Studies
The one-on-one accompaniment of students with Special Educational Needs (SEN) was systematized in a private university in Lima during the 2023-II term. Twenty-six students enrolled in the first year took part. Students go through an initial interview, to collect academic information and to offer recommendations. These are informed to the course coordinators and submitted to the Integrated Psychological Counselling to offer socioemotional accompaniment. A biweekly follow-up is conducted through the Risk Identification Tool (HIR, for its acronym in Spanish), guidance is provided on academic issues and one-on-one thematic tutorials are organized for the courses with the highest academic demand. The results obtained were positive since 85% of the enrolled courses were approved, and 77% (20) of the students achieved a weighted average with grades between 11 and 16 at the end of the academic term. This demonstrates the effectiveness of the tutorial strategies in the term accompaniment of students with SEN.
Copyright (c) 2025 Olinda Airola Vilchez Gonzales, Yanira Oria Rodríguez, Jackeline Gabriela Medina Lama https://creativecommons.org/licenses/by/4.0/
Teaching with cases in health sciences: What is its pedagogical purpose?
Teaching with cases in higher education is a widespread, varied and significant practice. However, a lack of knowledge on the actual uses in teaching beyond the recommendations of teaching guides persists. This paper shares advances of a research in progress, which analyses the narrative construction and the pedagogical purpose of the use of cases in lesson plans designed by teachers in the health field. This qualitative study involves thematic analysis of written documents produced by teachers during their postgraduate pedagogical training. Initial results from 97 written productions on case-based teaching strategies reveal two main types of cases: data-centered (79%) and contextrich (21%). Also, teachers expressed three pedagogical purposes when using them: presentation of a topic, preparation for professional practice, and review of professional exercise. These preliminary results highlight the importance of recognising the diversity of actual practices that distance from existing literature guidelines. The analysis will be continued to develop a guide for comprehensive planning case-based teaching strategies.
Copyright (c) 2025 Gisela Schwartzman, Virginia Jalley, María Laura Eder https://creativecommons.org/licenses/by/4.0/
Use of Technologies in the teaching-learning process of Medical Semiology. An exploratory review
Medical semiology allows to accurately describe symptoms and signs presented by patients, promoting clinical reasoning and effective communication between physicians and health professionals. The 21st century has transformed medical education through the use of technologies that allow students to exercise theoretical and practical clinical skills in various scenarios. Tools such as simulation software, e-learning platforms and interactive databases have expanded the opportunities for learning and developing these fundamental competencies. This review identifies technologies that support the teaching-learning process of medical semiology, optimizing pedagogical outcomes. Likewise, these tools facilitate access to digital educational resources, promoting accessible and flexible education that complements and enhances traditional semiology teaching. The integration of these technologies in medical education makes it possible to improve educational experiences, better preparing today’s students for tomorrow’s challenges.
Copyright (c) 2025 Lucas Betancourt, Álvaro Herrera, Winston Bello, Ignacia Osses, Camila Sánchez, Sofía Ureta, Vicente Villaseca https://creativecommons.org/licenses/by/4.0/
El Centro de Innovación Docente en CUCEA. Un proceso de innovación intrainstitucional en el ecosistema naciente del Smart Campus
Los Centros de Enseñanza y Aprendizaje son espacios que incentivan la innovación y transformación de la docencia en las universidades. Como parte de un ecosistema se presenta el proceso de innovación en la creación del Centro de Innovación Docente del Centro Universitario de Ciencias Económico Administrativas en la Universidad de Guadalajara.
Copyright (c) 2025 Wendy Díaz Pérez https://creativecommons.org/licenses/by/4.0/
Latin American COIL for the Development of 21st Century Competencies: Experiences from Mexico, Colombia, Peru and Chile
The competencies required for student education in the 21st century focus on problem-solving and meaningful, challenge-based learning. Therefore, during five weeks of the 2024-1 cycle, a COIL (Collaborative Online International Learning) program was conducted among four Latin American universities (Tec de Monterrey-Mexico, PUJ-Colombia, UPCH-Peru, and PUC-Chile), involving a total of 119 students (20 from Medicine and 99 from Nutrition). The program aimed to raise student awareness and address some of the Sustainable Development Goals, using the Policy Brief methodology to design public policy proposals for schoolchildren in Latin America. This initiative was designed with the use of digital tools that also facilitated communication among students. As a result of the activity, 24 policy proposals were generated, with 5 published in repositories and 77 digital badges awarded.
Copyright (c) 2025 Irma Marcela González-Treviño, Dannya Macia Theune, Francisco Palencia-Sánchez, María Victoria Marull Espinoza https://creativecommons.org/licenses/by/4.0/
Sustainable Development Goals Inclusion in Nutrition and Dietetics courses at the University of Chile: What happens in the classroom?
Formation for sustainability is key to achieve the Sustainable Development Goals (SDGs) in higher education institutions, which have the mission to prepare professionals who are responsible for the future. The Nutrition and Dietetics program contributes to the SDGs through its graduate profile focused on promoting healthy eating (SDGs 2 and 3) and responsible consumption (SDG 12). At the University of Chile, this program has made progress in incorporating sustainability into its curriculum; however, its transfer to the classroom is unknown. The objective of this study was, through direct observation of classes, to show how sustainability and the SDGs are considered in the teachinglearning process.The results show a consistent allusion to this topic, but there is a lack of greater visibility of the SDGs, and their integration with professional work could be improved. In the theoretical classes, the need for teacher capacitation and sensitization is more evident, in addition to the strengthening of the class structure. Classroom observation allows us to investigate aspects for improvement and shows that, with micro-curricular adjustments and training, the transfer of the SDGs to the classroom can beeffective.
Copyright (c) 2025 Paola Cáceres, Karen Basfi-Fer, Edgar Ogalde, Paulina Molina, Cynthia Barrera, Reynaldo Cabezas https://creativecommons.org/licenses/by/4.0/
Study on the graduation efficiency of graduate studies at a private university in the City of Buenos Aires
The aim of this paper is to make a contribution to higher education regarding a shortage of reliable data present both nationally and internationally: the graduation efficiency of graduate studies.The study is based on an analysis of graduate programs at a private university in Buenos Aires where efficiency is defined as the ratio of entering students to graduates, considering the time spent to complete their studies, and is measured with two dimensions: the overall graduation rate and the time spent to graduation. The results have shown disparate graduation rates among programs, which invites us to explore in future work why some programs have higher graduation rates and whether there are replicable pedagogical strategies. We consider this study to be central because it provides valid and reliable data to assess and make decisions about graduate programs while contributing to a debate in a universe where information is scarce and problematic.
Copyright (c) 2025 Agustina Mutchinick, Gisele Giorgini, María Victoria Kobelt, Natalia Mertian, María Victoria Jalley https://creativecommons.org/licenses/by/4.0/
Estudio Inicial sobre la Percepción del Metaverso en el Ámbito Educativo
El metaverso es una tecnología revolucionaria con el potencial de transformar diversas áreas de nuestra vida, una de ellas es la educación. En este sentido, en el presente estudio se investiga cómo los estudiantes universitarios perciben el metaverso en el contexto educativo, para lo cual se ha utilizado encuestas virtuales para evaluar su viabilidad y aceptabilidad. La muestra incluyó a estudiantes que participaron en un entorno de metaverso utilizando la plataforma Second Life. Como resultado, se destaca actitud positiva hacia el metaverso: los estudiantes lo encuentran fácil de usar y creen en su potencial para complementar la educación tradicional. A pesar del resultado favorable hacia el uso del metaverso, el estudio también señala algunas limitaciones, como el uso exclusivo de Second Life, una plataforma que no requiere headset, lo que podría haber influido en la percepción del acceso tecnológico. Sin embargo, el metaverso ofrece una oportunidad de explorar nuevas experiencias educativas, con una adopción creciente en el ámbito educativo.
Copyright (c) 2025 Marco Yamba-Yugsi, Ruth S. Contreras-Espinosa, Jorge Maldonado-Mahauad https://creativecommons.org/licenses/by/4.0/
Quality and Leadership in Universities: Exploring the Links Between Institutional Academic Performance and the Appointment of Authorities in Peru
A decade ago, the enactment of the new University Law in Peru generated significant changes in quality assurance and university governance. This quantitative correlational study analyzes the relationship between the appointment of authorities (incumbent or interim) and institutional performance in the period 2015-2022 with administrative data. The results show an increasing trend in the designation of interim authorities, especially in deanships, vice-rectorates, and rectorates. These interim appointments, increasingly made for indefinite periods, could indicate a setback in the transparency of university management. Additionally, there is a positive correlation between the prevalence of interim authorities, institutional certification, and the academic productivity of faculty. This study underscores the importance of understanding the mechanisms that link university management with academic quality in order to improve the Peruvian university system.
Copyright (c) 2025 Manuel Etesse, Piero Beretta https://creativecommons.org/licenses/by/4.0/
ICU-focused bronchoscopy training: advancing skills through simulation
Bronchoscopy is essential in managing conditions in the ICU, such as acute respiratory failure. Traditionally performed by pulmonologists, there is a growing need to train intensivists in bronchoscopy due to the increasing complexity of ICU patients. While existing simulationbased programs focus on complex procedures, there is a gap in training intensivists for basic bronchoscopic tasks crucial in critical care. This study details the implementation of a focused bronchoscopy training course for intensivists. The course, conducted over two days, combined theoretical instruction and hands-on practice using simulators and realistic ICU scenarios. Trainees received comprehensive guidance on bronchoscope handling, airway anatomy, and basic maneuvers. The course utilized single-use bronchoscopes, 3D-printed bronchial tree simulators, and other ICU-specific equipment to enhance realism and interactivity. The training was held in multiple LATAM locations, with approximately 30 intensivists per session, showing significant improvements in theoretical knowledge and practical skills. Participants exhibited high proficiency in basic bronchoscopy maneuvers and airway anatomy identification. The program’s success underscores the importance of specialized bronchoscopy training for intensivists, addressing a critical need in ICU settings. The course’s structure, combining brief theoretical presentations with extensive practical sessions, facilitated effective learning and confidence building. The use of realistic simulators was pivotal in enhancing the learning experience. Future research should focus on long-term assessments of skill retention and clinical impact. Additionally, exploring diverse evaluation methods may provide a more comprehensive measure of bronchoscopy proficiency. This training model offers a valuable addition to ICU education, ultimately aiming to improve patient outcomes in critical care.
Copyright (c) 2025 Indalecio Carboni Bisso, Lila Vazquez Lareu, Marcos Las Heras, Gisela Schwartzman https://creativecommons.org/licenses/by/4.0/
Children’s creativity through the STEAM approach at Buenavista parish
This research focuses on boosting children’s creativity through art and technology using the STEAM method. It emphasizes the use of visual arts or painting, one of the oldest artistic mediums developed by humans. To make the arts more appealing, technological elements have been incorporated. The project aims to analyze the impact of visual arts and augmented reality through the STEAM approach on the creativity of children in Buenavista Parish. A qualitative methodology was used, including an observation sheet, templates for artistic development, and augmented reality tools such as Quiver-Vision. The observation results in this study reveal that the children in Buenavista exhibit a high level of curiosity and enthusiasm towards the use of pictorial and technological tools, demonstrating that combining visual arts with technology like augmented reality is an effective means of enhancing children’s creativity.
Copyright (c) 2025 Johanna Matías, Sara Cruz, Jonh Chamba, Marcos Arboleda, Julio Encalada https://creativecommons.org/licenses/by/4.0/
Optimization of Learning through Simulators: A Practical Approach in Technological Education
Practical experience and direct application of knowledge are fundamental for effective learning. Through business simulators and other interactive methods, students acquire theoretical knowledge and develop practical skills in a controlled environment. This approach fosters real-world problem-solving, critical thinking, and adaptability, preparing students to face real-world challenges. Additionally, it promotes active and participatory learning, where mistakes become learning opportunities without severe consequences (Cabero-Almenara & Costas, 2016). Thus, learning by doing not only strengthens the understanding of concepts but also improves knowledge retention and preparation for real-life situations in the business world and beyond. This paper explores how simulators enhance professional training by providing an immersive and effective educational experience, improving concept comprehension and preparing students to face complex and dynamic contexts in their future careers.
Copyright (c) 2025 Eric M. Milin, Silvia Quiroga, Hernán Martel, Rubén Flecha https://creativecommons.org/licenses/by/4.0/
SDG implementation in Civil Engineering curriculum. Case Study: Universidad Fidélitas
The SDGs have emerged with the intention of achieving sustainable development from the social, environmental and human perspectives. Education is a fundamental axis for the fulfillment of this goal, then, this research seeks to incorporate specific SDGs into the curricular framework of civil engineering career. To do this, a transversalization model was drawn up based on Deming’s strategy, where the appropriate SDGs are identified for each course and then, mechanisms are established to evaluate the level of proficiency achieved by the students on the SDGs. The last stages of transversalization correspond to the analysis of the results and the establishment of improvement plans to design and apply strategies to continually ensure a better incorporation of the SDGs into the curriculum, as well as their assimilation by the students.
Copyright (c) 2025 Alejandra Baldi, José P. Aguiar https://creativecommons.org/licenses/by/4.0/
Desarrollo de proyectos de investigación apoyados en ambientes virtuales de aprendizaje en educación superior para el cuidado del agua y el medio ambiente
Se indaga el apoyo del uso de ambientes virtuales de aprendizaje para promover el desarrollo y aprendizaje de proyectos de investigación para el cuidado del agua y el medio ambiente. Mediante la investigación acción, con el uso de cuestionario en línea y un grupo focal, participaron 34 estudiantes de una universidad pública en México. Se encontró que los estudiantes lograron desarrollar conocimientos y habilidades para la elaboración de proyectos de investigación, de manera colateral mejoraron su actitud más positiva, se hicieron más conscientes ante los problemas del cuidado del agua y el medio ambiente. La aplicación real de sus proyectos, la retroalimentación del docente, el uso de ambientes virtuales de aprendizaje, fortalecieron sus conocimientos, habilidades y actitudes favorables. De manera concurrente mejoraron su comprensión teórica, metodológica y práctica para poder desarrollar proyectos de investigación considerando la educación y la ecología.
Copyright (c) 2025 Octaviano García Robelo, Jesús Cisneros Herrera, Maritza Librada Cáceres Mesa https://creativecommons.org/licenses/by/4.0/
The supervision of practice in teacher training: an innovative device for the reflection and transformation of real practices
University teacher training faces crucial challenges: promoting reflective learning, professionalizing teaching practice, and accompanying personal and professional transformation (Schwartzman, Eder, & Roni, 2014). A didactic device called ‘Supervised Teaching Practice’ (STP) was designed to address these challenges in a Postgraduate degree for health professionals who teach in higher level education in Argentina. The STP proposes an approach to identify and address the diversity of teaching practices in the university setting through three modalities of indirect supervision. Between 2016 and 2023, the implementation of the STP involved 181 participants. The three supervision instances are: 1) peer classroom observations followed by feedback sessions (529 conducted), 2) personalized tutoring (362 developed), and 3) reflection mediated by writing (1140 written practices). These instances complement each other, allowing participants to review and transform their teaching practices, highlighting the value of a reflective and contextualized approach. By accessing authentic practices of in-service teachers and avoiding simulated “ad hoc” practices, this device represents an innovative alternative to traditional approaches. With almost 10 years of implementation, it has proven to be valuable for professional teacher development, providing a space for analysis, reflection, peer collaboration, and supervision of real practices.
Copyright (c) 2025 Gisela Schwartzman, María Laura Eder, Erica Delorenzi, Michelle Berk https://creativecommons.org/licenses/by/4.0/
Expanding conceptions about academic development: mediate effects of a researchtraining process with academic developers from a Chilean university
This contribution reports part of the results of a qualitative doctoral research, which aimed to analyze the trajectory of change in the conceptions about the academic development that triggers a process of inquiry-training with Educational Developers (ADs). Here we present the results regarding the permanence and transfer of the conceptual change produced by the inquiry-training, one year after the end of this process. The group of participants corresponds to eleven ADs who exercised this role in an Educational Development Unit (EDU) of a Chilean public university. We used the focused interview technique to follow-up on the effects of the implemented process in permanence and transfer of the conceptual change. The results highlight the positive effects of the inquirytraining in strengthening the professional identities of the participating PDEs, as well as in the permanence of global and academic approaches (SoTL), which involve a comprehensive approach to the complex nature of university teaching and educational change in higher education. However, the transfer of conceptual change to the performance contexts of the participants was limited by adverse institutional conditions.
Copyright (c) 2025 Mariela Casas Uribe, Idoia Fernández Fernández https://creativecommons.org/licenses/by/4.0/
First steps in Medicine: educational, emotional and vocational transition project from school to university
This paper presents a project of extracurricular activities that complement the curriculum of the Medicine degree, aimed at the well-being of the students, which is framed in the strategic plan and allows for the development of a better transition for first-time students. In Medicine, transitions have a particular impact, influencing retention, dropout, and academic performance. High academic demands, especially in the first year, can cause stress and vulnerability, inducing anxiety and depression; Therefore, environments that stimulate diverse skills and vocational maturity are needed. Student well-being is key to the Medicine degree, encompassing physical, mental, academic and financial health. For this reason, the Medicine degree at the Autonomous University of Central America has a program to support the comprehensive well-being of students, from admission to graduation, as well as the development of skills that allow them to face challenges. academic and personal in his career.
Copyright (c) 2025 Francisco Echeverría Batalla, Sonia Parrales Rodríguez https://creativecommons.org/licenses/by/4.0/
Accreditation of university courses and its influence on the continuous improvement of the curriculum: a comparative study
SINAES, the official accreditation body in Costa Rica, created by Law 8256, guarantees the quality of public and private higher education. Since 2010, the University has voluntarily joined SINAES, accrediting five programs. A specialized department advises on self-assessment processes for accreditation, including professionals in quality management and curriculum. This paper presents the results of an evaluation model that includes accreditation criteria, which is organized into components, criteria, standards and evidence, assessing the context, resources, educational process and results. A comparative analysis of Nursing, Architecture and Law identifies common and differentiated criteria based on quantitative and qualitative studies. In addition, the alignment with the institutional mission, the availability of resources and viability are evaluated. This methodological model systematizes objectives, actions and resources for a detailed comparative analysis.
Copyright (c) 2025 Sonia Parrales Rodríguez, Jean Carlo Durán Andrade https://creativecommons.org/licenses/by/4.0/
Rethinking Assessment in Psychology: An experience of innovation and teaching reflexivity
Innovating in the evaluation of the contents of subjects in higher education means rethinking the ways in which the scientific knowledge of the various disciplines is approached, with the aim of making evaluation accessible to the different abilities of students. This research focuses on the teaching reflexivity of a work team of the subject of Psychology which designs an inclusive evaluation for the contents of the first unit of the subject. The minutes of meetings, evaluation instruments, work guidelines and the perceptions of the teaching team are analyzed. The results are ordered with the Systematization of the Experience method, exposing a synthesis of the experience in some factors: Conditions, Situations, Actions, Perceptions and Results. In conclusion, this innovative experience made it possible to diversify the evaluation mechanisms of the subject, contributing to practices that allow innovation in university teaching.
Copyright (c) 2025 Ivette González Sarkis, María Beatriz Cifuentes Orellana https://creativecommons.org/licenses/by/4.0/
Promoting the Role of Inclusive Higher Education. Where are we going with people with visual disabilities?
The pillars of Higher Education in Paraguay are combined with teaching, research and extension, in that constant framework of challenges, challenges and opportunities that invite us to be, learn and demonstrate knowledge through teaching. The arrival of the Pandemic (COVID 19), in order to continue with academic activities, the Polytechnic Faculty of the National University of Asunción (FPUNA) through the Department in charge of virtuality, has taken the reins by supporting teachers, students and officials to continue with the normal development of classes, from there arises the objective of: “Promote the inclusion of people with visual disabilities in Higher Education in order to collaborate with training, using tiflotechnology”. For this purpose, an exploratory methodology was proposed that consisted of a virtual interview conducted with an expert in the area of Tiflotechnology and STEAM in order to publicize the particularities of acquiring tiflotechnology equipment and the necessary training. It is expected that the UNA can offer accessible courses for training aimed at the competencies significantly expressed by people with visual disabilities with the intention of pursuing a university degree.
Copyright (c) 2025 Luciana Dalila Coronel https://creativecommons.org/licenses/by/4.0/
Percepciones de Estudiantes de Psicología sobre Material Multimodal/Multisensorial Adaptado de la Subprueba “Cancelación” del WISC-V y su Aporte a la Educación Superior Inclusiva
La inclusión de estudiantes con discapacidad en educación superior ha significado un desafío para las instituciones universitarias durante los últimos años. En este contexto, la adaptación de material pedagógico representa una herramienta relevante en cuanto a adecuaciones curriculares. El objetivo del presente artículo es conocer las percepciones de estudiantes de psicología acerca de material multimodal/multisensorial de la subprueba “Cancelación” del WISC-V implementado en el curso Introducción a la Evaluación Psicológica (IALEP) de la carrera de Psicología de una Universidad Estatal. Para ello, se desarrolló una actividad exploratoria con 32 participantes voluntarios, con una versión adaptada de la subprueba: una lámina de cartón con objetos de goma eva con relieve. Los estudiantes examinaron la versión con los ojos vendados para, posteriormente, dar paso a una conversación grupal y responder un cuestionario Google Forms. El análisis de los resultados da cuenta de tres categorías: 1) Percepciones en torno al material, 2) Relevancia de lo multisensorial y 3) Aportes del material a la docencia inclusiva. Se concluye que la versión realizada, a pesar de contribuir en cuanto a un aprendizaje más didáctico e inclusivo, requiere de modificaciones para un reconocimiento de objetos más efectivo.
Copyright (c) 2025 Sofía Hidalgo Vilche, Constanza Rueda Espinoza https://creativecommons.org/licenses/by/4.0/
A way to achieve skills for the 21st century with literature from the last century: “The Little Prince” as an artificial intelligence mechanism for the training of professionals
There are many elements that influence the formation of human beings, considering that the current generational and technological change modifies the paradigms that must be considered for the development of society. Recognizing that education plays a very important role in the preparation of new professionals, leads to the search for better strategies to develop academic processes in classrooms. For this reason, the actors involved in education, especially teachers, have the task of formulating and creating new ways of working in order to enhance the processes and achieve better results, generating greater appropriation of learning, training people capable of facing challenges in the professional field and also turning them into complete human beings, with values and in search of well-being for all humanity. This work describes an exercise of intertextuality located in higher education from the work of “The Little Prince”, in analogy to the postulates that are now addressed with artificial intelligence tools.
Copyright (c) 2025 Luis Eduardo Peláez Valencia, Beatriz Osorio Patiño https://creativecommons.org/licenses/by/4.0/
Influence of admission tests on the academic performance of first-year university students
This work determines the relationship between the score obtained in two subjects that compose the admission test of a recognized Ecuadorian University, and the academic performance in subjects with direct affinity to them. The target group was composed of first year students from three different cohorts, and a cross-sectional study was carried out to determine the relationship between the results of the admission test and the performance in the first and second cycle of university life. The results show a mostly positive association between the score achieved in the subjects of reading comprehension and mathematical comprehension in the admission test and academic performance in related subjects. From this, it can be concluded that the university admission test is a predictor of academic performance during the first year. For future studies, it is advisable to include in this type of analysis other variables related to the entrance profile of firstyear university students.
Copyright (c) 2025 Paola S. Andrade-Abarca, Bryan Israel Gómez Flores, María del Rosario de Rivas Manzano, Juliana Fernanda Torres Valarezo https://creativecommons.org/licenses/by/4.0/
CAQDAS, and Artificial Intelligence: New Challenges and Possibilities for Teaching Qualitative Data Coding
The research evaluates the value and power of an AI tool such as Chat GPT as CAQDAS (Computer-Aided Qualitative Data Analysis Software) An experiment carried out using version 4.0 of the application is presented, using it as a standalone tool, even though traditional CAQDAS programs, such as ATLAS ti already announce a collaboration interface with Chat GPT. The focus is on the function of Open Coding, as one of the initial stages of the processing of qualitative material (and one of the most tiring) according to the original proposal of the Grounded Theory (GT) and which was adopted, due to their usefulness, for various other less canonical forms of qualitative analysis. An experiment is conducted with a sample of qualitative material associated with news related to migration issues. From this, through an inductive exercise facilitated by AI, a set of codes is obtained to give way to more complex instances of the analytical process (Axial Coding, Theoretical Elaboration, etc.). The existing potential in the use of the computational tool is revealed, in terms of power for a first (proposal) of Open Coding with optimization of human resources and time.
Copyright (c) 2025 Nelson Paulus S., Byron Duhalde V. https://creativecommons.org/licenses/by/4.0/
Strengthening the Training of Professional and Analysis Skills: Postpandemic update of the professional competencies of the Policy and International Studies Analyst
The work identifies and addresses certain training deficits, associated with the recent implementation of a new curriculum of a bachelor’s degree in international studies, but which are also attributable to the impact that the pandemic confinement had on teaching. Derived from a process carried out in different stages between 2022 and 2024, the work synthetically presents the main findings, learnings and projections that emerge, on the one hand from the reflection carried out by the program to address these deficits, on the other hand from a dialogue with future employers, and finally from a reflection on the relevance that international experience acquires concerning the training of professional skills for the twentyfirst century. Among the latter, effective communication skills, skills to adapt to changes, and especially the provision of a solid ethical foundation stand out. Additionally, the work highlights the need to have a permanent dialogue with the different relevant environments of the program, especially with the workplace, to have updated information regarding the expectations associated with the projections of those who graduate as Political Analysts, in terms of employability.
Copyright (c) 2025 Nelson Paulus S., Christian Blanco J. https://creativecommons.org/licenses/by/4.0/
SINEACE and SUNEDU: Organizations That Reminded of The Core Purpose of Peruvian Universities, Toward Quality
The Congress elected for 2021-2026 enacted Law No. 31520, changing the meaning of Law No. 30220 (University Reform Law). The objective is to compare and analyze the outcome before and after 2015, at least until 2024 or the date when the autonomy of Peruvian universities was reestablished. The research has a qualitative approach, and the methodology corresponds to a case study based on existing records. In the more than 31 years when there was autonomy, universities did not appear in the quality rankings. However, in the seven years that the University Reform was in force, it had positive outcomes, as it allowed Peruvian universities to appear in the three main quality rankings. As of 2024, 30 appeared in the SIR1 Ranking, 25 in the QS Latin America University Rankings, 10 in the QS2 World University, and 10 in the THE3 Ranking. In the seven years, some universities claimed that they did not enjoy autonomy but did enjoy excessive supervision, on the other hand, they managed to rise exponentially. So, why did Peruvian politicians return autonomy to universities with Law No. 30220?
Copyright (c) 2025 Yendira Cristobal https://creativecommons.org/licenses/by/4.0/
This text recognizes the concept of interculturality as a progressive evolution of realities, both in the West and in the southern region, from academic spaces as a transformative element, allowing discussion, reflection and internalization of the concept based on ethics, granting the possibility of building or being a bridge of knowledge that explores in the other what is necessary for one’s own development, without this becoming a tool of exploitation, but rather, an element that encourages living spaces . From a documentary review, the concept of interculturality is exalted through education and that as a result it acts as an integrating axis of the social dynamics that occur in the world-system and that are reflected in the microcosm that is the University.
Copyright (c) 2025 Judy Melissa Hoyos Castañeda https://creativecommons.org/licenses/by/4.0/
Ta, te, TICs: everyone tutored. From virtual teaching environments to artificial intelligence challenge
The post graduated training in family links of the current University of the Italian Hospital in Buenos Aires, dates from 2010. In 2016, was updated to a master. The proposal travels in the transmission of a logic of thought different from the traditional ones to approach the family problems in the different areas of the professional practice of human and health sciences. Thus, the training has a common work space that is the virtual campus, where teachers and students interact in exchanges posts in forums, evaluations, productions for assessments and bibiographic documents. Teaching in virtual environments already produced a challenge for all those digital immigrants, and the need to be formed in specialized courses to sustain the operation of the virtual campus. Thus, a short workshop for all users of the platform is dictated every year. However, AI poses a new world of challenges: how to recognize it as a tool and not as an enemy of thought? How to achieve the responsible use of tools for both students and teachers? How to recognize the “plagiarism”?
Copyright (c) 2025 María Soledad Dawson https://creativecommons.org/licenses/by/4.0/
Use of Neurostimulants Among Medical Students and Their Types: An Exploratory Review
This study reviews the use of neurostimulants among medical students through an exploratory review. The results indicate that caffeine, methylphenidate, and modafinil are widely used, primarily to enhance alertness, attention, and academic performance. The use of other substances such as energy drinks, piracetam, ginseng, ginkgo biloba, theanine, nicotine, vitamins, CBD, and THC is also reported. These findings underscore the need to implement educational policies that promote responsible use and to conduct further research on their impact on health and academic performance.
Copyright (c) 2025 María Giglio, Laura Borges, Nicolás Soto, Benjamín Hidalgo, Cristian Araya, Colomba Rodríguez, Álvaro Herrera https://creativecommons.org/licenses/by/4.0/
Use of Artificial Intelligence platforms in university students
This contribution presents the results of a mixed survey conducted with students from the School of Collective Communication Sciences (ECCC) at the University of Costa Rica (UCR) during the first semester of 2024 to determine their knowledge about Artificial Intelligence (AI), its applications in their university activities, and its significance for their future careers. The survey was carried out using an online form that invited participants to answer a series of questions regarding students’ knowledge levels about AI applied to educational processes. Among the main findings, it is noteworthy that ChatGPT remains the preferred AI system among the student population, surpassing the national usage percentage of this digital tool by more than ten times. However, the levels of confidence regarding the quality of information obtained from these platforms are low.
Copyright (c) 2025 Mariechen Wüst Picado https://creativecommons.org/licenses/by/4.0/
Liderazgo pedagógico desde la sala de clase universitaria
Este artículo explorar cómo se manifiesta el liderazgo pedagógico desde la diversidad de las competencias pedagógicas en el aula universitaria considerando la realidad del contexto chileno. Utilizando un enfoque mixto, se hace una revisión de la literatura reciente y estudios de caso en Chile, Europa y América Latina. Se analizan políticas públicas y marcos regulatorios relevantes, como la legislación chilena (Ley 21.091 y Ley 21.186), para evaluar la transformación y el aseguramiento de la calidad en la educación superior. La pregunta que guía la investigación plantea. ¿Cómo influyen las diversas competencias pedagógicas en la conformación del liderazgo pedagógico desde la experiencia del aula universitaria? Los resultados indican que el liderazgo pedagógico debe ser transfor mador y asegurar la calidad en los procesos formativos, integrando políticas públicas, promoviendo aprendizajes para la vida y atendiendo a la diversidad. Se subraya la necesidad de un liderazgo pedagógico efectivo y transformador que responda a los desafíos actuales de la educación superior y promueva una cultura de calidad y mejora continua en el aula universitaria.
Copyright (c) 2025 Juan Pablo Catalán Cueto, Alejandro P´érez Carvajal, Damarys Roy Saldradín, Paula Rodríguez González https://creativecommons.org/licenses/by/4.0/
Histology and Embryology Monitoring as an important teaching-learning pedagogical strategy
Academic monitoring emerges as an important pedagogical strategy to support students in addition to providing professional experiences to student monitors. In this context, the objective of this study was to compare the performance of students in the discipline of Histology and Special Embryology (HEE) after extra-class monitoring intervention. This subject was offered in the Pharmacy course at the Federal University of Sergipe (UFS) to a class of 52 students in 2022 (class 1), without the presence of a monitor, and to 48 students in 2023 with monitoring intervention (class 2). Both classes had the same theoretical and practical workload configuration, in addition to the same content involved and assessment activities. After obtaining the general media for each class, it was possible to verify that class 2 had a higher classification and a lower number of failures compared to class 1 (p < 0.05). Furthermore, it was possible to observe greater interest and proximity of the monitor to teaching activities. These results suggest that monitoring was essential to maximize the teaching-learning process of students, minimizing their retention in addition to constituting a powerful tool in training and encouraging student monitors to teach.
Copyright (c) 2025 Paulo Emilio Botura Ferreira, Hemesson Souza Santos https://creativecommons.org/licenses/by/4.0/
Experiences of students and teaching staff in the implementation of low-cost multisensory pedagogical materials in neuroscience workshops conducted during the second semester of 2023
This research aims to explore the experiences of students and teachers in the implementation of low-cost multisensory pedagogical materials in two neuroscience workshops during the second semester of 2023. Additionally, it focuses on the challenges associated with the design and use of this material, as well as the cognitive and emotional aspects experienced by the students. The study employs a mixed-methods approach, combining quantitative and qualitative methods to assess the effectiveness of the materials in Cognitive Neuroscience. The study design is exploratory and descriptive, directed at second-year Psychology students and faculty at the University of Chile. The sample includes 25 students and 6 teachers, selected voluntarily. The sampling procedure is intentional non-probabilistic. Data collection techniques include online surveys, workshops, faculty working sessions, and a focus group. Data is analyzed using a mixed approach, with content analysis, systematization, and coding of both quantitative and qualitative data.
Copyright (c) 2025 Alan Aranibal, Yorza Gallegos https://creativecommons.org/licenses/by/4.0/
Monitoring the Achievement of Graduate Profile in Undergraduate Programs at UDP
In recent decades, the expansion of university systems and the availability of Higher Education have driven the implementation of mechanisms to improve and ensure the quality of educational processes. This study examines the methods for monitoring the Graduate Profile in 39 undergraduate programs at Universidad Diego Portales. These mechanisms assess the essential learning outcomes that contribute to the graduate profile, addressing three questions: What have students learned? What knowledge is lacking? And what actions will be taken to improve? The profile evaluation is organized into Initial, Intermediate, and Professional cycles, utilizing integrative curricular activities and key assessments. The collected information allows for identifying gaps and deficiencies, justifying corrective actions. The future challenge is to expand the advanced-level implementation of the Graduate Profile Monitoring System to all programs and strengthen the management and analysis of results by academic and administrative teams.
Copyright (c) 2025 Carla Gajardo-Poblete, Isabel Ramos https://creativecommons.org/licenses/by/4.0/
Transformations and Challenges in Chilean Higher Education: Scholarship of Teaching and Learning for the Improvement of Educational Processes
In recent decades, Higher Education has undergone significant changes, such as the Bologna Process in Europe and Alfa Tuning in Latin Amer-ica, driving continuous improvement in universities and teaching staff. In Chile, the update of the "criteria and standards" by the CNA has introduced a focus on "Teaching Research and Innovation", steering public policy towards the improve-ment of educational processes. This study focuses on the systematization of evi-dence regarding the institutional supports in Chilean universities to strengthen teaching research, utilizing a socio-ethnographic and mixed methodology. The results indicate that all CRUCH universities have implemented initiatives to strengthen teaching research, with one-third having specific funds and one in eight offering diplomas in this area. Additionally, inter-university networks have facilitated collaboration and systematic reflection. However, challenges are iden-tified, such as the lack of clear institutional guidelines and the need for greater recognition of this type of research. It is concluded that, although considerable progress has been made, it is necessary to continue developing policies and struc-tures that effectively support and disseminate teaching research.
Copyright (c) 2025 Carla Gajardo-Poblete https://creativecommons.org/licenses/by/4.0/
Higher education and metaverse, a systematic review in progress
Considering that the metaverse, more than a trend, has become a social experience, that also offers the opportunity to adapt to educational contexts, its development is a challenge for higher education, where universities must prepare the academic community for its implementation. We intend to take as a starting point for this process a systematic review, which allows us to obtain a broad overview of the existing scientific literature about the keywords, by establishing a search formula and criteria for the inclusion and exclusion of sources, based on their relevance to address the problem question. Following the PICOC method, a preliminary analysis of the data collected is carried out to identify the conceptual field associated with the research topic, without reaching the in-depth analysis of the studies collected, which constitutes a stage to be developed later in the determination of the characteristic and technical elements to be considered for the incorporation of the metaverse in the academic processes.
Copyright (c) 2025 Camilo Jose Peña Lapeira, Andrea del Pilar García Donato https://creativecommons.org/licenses/by/4.0/
Perception of Artificial Intelligence in Dentistry Students
The incorporation of new and innovative technologies in the field of dentistry has generated significant advances and optimization of operating times in practice. This study had a quantitative approach and descriptive design, a questionnaire was applied to 220 students to evaluate the perception of Artificial Intelligence in dentistry students from a university in southern Perú. 45.9 % of those surveyed stated that they had a perception of agreement with AI in the field of dentistry, followed by 43.2 % who declared that they had no knowledge about AI; a statistically significant difference was found when measuring the association of per-ception about AI with sex (X2(gl:2; p = 0.009)), age (X2(gl:2; p = 0.015)) and academic cycle (X2(gl:2; p = 0.016)). The majority of students had a perception in agreement with AI; this perception was associated with male students, students over 21 years of age, and students in clinical academic cycles.
Copyright (c) 2025 Lisette Shaily Quispe Flores, Vilma Mamani Cori, Betsy Quispe Quispe, Naysha Sharon Villanueva Alvaro https://creativecommons.org/licenses/by/4.0/