Given the increase in distance learning programs, this study highlights the challenges that university students face when dealing with distance learning processes, considering the conditions of the digital era. The methodology used was non-experimental due to complementarity throughout three stages. The type of sample was deliberate, so 4 842 students, enrolled in 148 courses taught by 34 professors from a public university in Mexico. The results emphasize the demand to use versatile and multi-platform technological resources, implement active teaching strategies, diversify the formats of educational materials, as well as the use of effective, assertive, and timely communication between students and teachers. We conclude that the challenges are in the generation of learning environments based on the profile of the current student and the change from a technological to a pedagogical interaction that takes advantage of the cognitive approach in the use of technologies that enhances learning and that avoids the simulation and improvisation of teaching.
Foreign language reading comprehension tests administered at the higher education level, for admission, continuation, or graduation purposes, carry significant implications for examinees' lives. For this reason, exams must be designed based on a theoretical and methodological framework that ensures their validity. Following Kane's argument-based approach to test validation (2002, 2006, 2013), this paper addresses the conception and design of a prototype foreign language reading comprehension test for higher education. This approach incorporates semantic and political inferences that must be supported with evidence. The study explores an area often overlooked in the validation of high-stakes exams: domain description as the core component in the design of a language exam. The study presents implications for higher education institutions involved in designing foreign language proficiency exams.
The quality of university life influences studentswell-being and academic performance. Higher Education Institutions that provide a positive and supportive environment for students contribute to their increased happiness, engagement, and motivation to learn. The aim of this study is to provide validity evidence regarding the internal structure of an instrument that measures university quality of life. Students from the State of Aguascalientes, Mexico participated. An exploratory factor analysis was performed (factor estimation: unweighted least squares. Promax rotation method with Kaiser normalization). The instrument is made up of 36 items. Its internal consistency is 0.95 (Cronbach's alpha). The results of the Exploratory Factor Analysis show a total of 6 factors: relevance of university learning; university security and trust; negative emotions towards the university; positive emotions towards the university; self-confidence in learning and student coexistence.
Research objective is to describe the knowledge and skills acquired by graduates during their university careers, as well as the performance and learning challenges encountered in their work environment. This is an exploratory-descriptive study. The method designed is non-experimental because there are no variables to manipulate or control; it focuses only on the interpretation of the information obtained. The subtype corresponds to crosssectional, since data collection was conducted over a single period. Data were obtained through an online form from thirty-four graduates of different generations of the Computer Systems Engineering educational program at the Autonomous Indigenous University of Mexico. The main findings are knowledge related to computer systems; identification, application, and management of current technology infrastructure. Ninety-four percent of graduates believed they are continuously learning about technologies and acquiring skills.
Measuring digital literacy is essential to identify digital skills that can be associated with learning and that allows improvements in training processes. The objective was to determine the validity and reliability of a digital literacy scale and verify its association with autonomous learning for high school students. A total of 365 students from southern Sonora, Mexico, participated. Confirmatory factor analysis showed significant factor loadings for factors in the theoretical model; however, items were reduced, because the low factor loadings indicated the items were not well represented by the corresponding factor. The reliability of the scale was high and the predictive validity shows a slightly strong and positive relationship between digital literacy and autonomous learning. The scale has adequate psychometric properties for measuring digital literacy, this shows that the dimensions are associated with autonomous learning.
Assessment is essential for sustainability education among university students in order to determine the institution's performance levels with regard to sustainability education. A quantitative descriptive study was conducted in which a survey was administered to 489 students from 16 university technical college (TSU) and bachelor's degree programs. An inter-item analysis was performed, followed by a comparison between groups and finally a comparison between groups of knowledge areas. It was found that all items in the "University Sustainability Assessment" dimension, received the lowest scores. The comparison between TSU and bachelor's degree did not reveal significant differences in the evaluated dimensions. The comparison between areas of knowledge revealed that the area of psychology obtained the lowest score. It was concluded that promoting and providing feedback on academic projects involving students' relationships with social problems is necessary.
It is believed that the use of contemporary television series with graduate students can contribute to a more dynamic and autonomous learning experience. Therefore, this research aims to showcase students' experiences incorporating this tipe of serialized narrative as an educational tool for developing ethical awareness. The interpretive paradigm and qualitative approach with a phenomenological perspective were used, analyze documents developed by the students. The findings demonstrate the relevance of this strategy in the acquisition of conceptual and attitudinal ethical knowledge. The students not only acquired knowledge but also determined their personal ethical stance, which may strengthen their professional commitment. In summary, the text presents findings based on a research process regarding an educational experience supported by serial audiovisual products, demonstrating that contemporary audiovisual fiction can serve as an educational tool that encourages the development of ethical awareness among communication professionals.
The current digital transformation requires digitally competent education professionals who are capable of positively influencing their students, this demands an effort from this community to adopt artificial intelligence such as ChatGPT; therefore, it is necessary to examine teachers' use of this emerging tool and the impact that can be triggered by incorporating it in this area. To this end, a quantitative, descriptive, and cross-sectional study was conducted which 1,008 elementary school teachers from twelve Ibero-American countries. The data collection instrument had a very good reliability index (0.89) and significant differences were found using the Kruskal-Wallis statistic. Teaching awareness is key to improving the interaction and skill development with new technology to support and enhance the teaching-learning process from a pedagogical, didactic and ethical perspective, without dehumanizing or reducing human creative capacity, and always in the aim of promoting avant-garde education.
The objective of this article is to contrast the strategies and actions implemented in three doctoral programs oriented to the training of researchers in education in order to comply with the linkage, a novel criterion in the federal National Graduate System and National Researchers System programs. For this purpose, we employed a perspective close to Bourdieu's structural constructivism to carry out a qualitative comparative study. We conducted nine semi-structured interviews with participants in three doctoral programs: in Educational Research at the Universidad Veracruzana, in Educational Research and Innovation at the Benem & eacute;rita Universidad Aut & oacute;noma de Puebla and in Education at the Universidad Aut & oacute;noma de Tlaxcala. The results show that a variety of strategies were developed to incorporate social engagement into each educational program, ranging from the adaptation of previous practices or the continuation of their activities in response to the emerging regulations.
Initiatives related to the implementation of social responsibility in higher education institutions are driven by their contribution to the training of ethical human resources with values and responsibility towards environment, in order to build a better society; despite its importance and the recognition of students as the main actors in its implementation, few studies have addressed the relationship between the concept and student satisfaction. In this regard, this study focuses on analyzing the effect of university social Responsibility in its dimensions: responsible campus, professional and civic education, and social participation, on the academic satisfaction of 403 students from a Mexican university using the pioneering second-order structural equation modeling technique in analyzing the proposed relationship. The results reveal implications for institutional management in the field of social responsibility, suggesting that it is advisable for universities that have not yet adopted it, as actions aimed at strengthening organizational, educational, and social domains, influence student satisfaction through their synergy.
Education in a changing environment deserves its study from an approach that includes all the areas that intervene in the development of the human being, especially if we consider that higher education contributes to the progress of any society. This study is aimed to determine the relationship of the emotional intelligence between the university teacher and the student based on the academic performance. The method employed is the quantitative, non-experimental, cross-sectional, and correlational analysis. The sample was determined by a simple random probability test of 223 students and 31 teachers. The main results of the study show that there is a significant correlation between the variables of academic performance and the emotional intelligence of the student (r = 0.226), and the emotional intelligence of the teacher (r =-0.390). Therefore, the importance of constructing emotional intelligence in education is determined, highlighting the establishment of a holistic educational model that allows the integral formation of the individual.
Strategic reading comprehension of scientific and professional texts is one of the most valued skills in higher education institutions (HEI) as well as in various academic and work contexts. Along with critical thinking, it might be the basis of professional training and one of the most valued transversal competencies. This work aimed to evaluate the model of strategic analysis of scientific texts (MAEtxt) in behavioral sciences with a retrospective design. Participants were classified by their performance in a key category of this model: the identification or deduction of the basic assumptions or premises in which an empirical research work is founded. Ten second-semester undergraduate psychology students participated, of whom five obtained the higher scores and five the lowest scores in the basic assumptions category. Results suggest that the ability to deduct basic assumptions, as was shown by both groups, is an excellent predictor of success in strategic text analysis in behavioral sciences. Prospective applications of this kind of research in professional and academic training in behavioral sciences are discussed.
Altamira Technological University (uTA) includes the use of programmable logic controllers (PLCs) in its academic programs, which are essential for training mechatronics professionals in industrial automation systems. This study compares two pedagogical approaches: traditional learning and meaningful method, defined as the process by which students organize and structure their knowledge by making relevant connections among concepts. The methodology included the application of both approaches in experimental groups, evaluating their impact through comprehension and performance tests. The results proved that meaningful learning improves comprehension and academic performance, highlighting its potential to optimize PLC teaching in higher education.
Argumentation is a competence that has presented weaknesses in higher education, which is attributed to changes in the reading and writing practice of the new generations. Therefore, an innovation has been implemented with the aim of developing scientific argumentation based on a flipped classroom methodology in students of the Physical education pedagogy degree, in order to strengthen the search for reliable information, critically analyze the content of bibliographical references, and prepare reports with scientific argumentation with the appropriate application of ApA standards, seventh edition. An innovative flipped classroom strategy was implemented in two subjects of the practical training line of the course. The study methodology has a qualitative approach, and the collection of information focuses on the academic products presented in the courses and on the narrative of 16 students who participated in two focus groups. The results are presented in three categories, focusing on information search; on scientific argumentation with ApA7 standards; and on the flipped classroom. It is concluded that there are improvements in the search for reliable information; by critically analyzing the content of bibliographical references; and by preparing reports with scientific arguments, appropriately applying ApA7 standards. In addition, the students' narrative highlights the importance of the role of the teaching staff as a guide within the process.
The purpose of this paper is to analyze the state of computer science teaching in the training of psychologists at the bachelor level in Mexico and, according to the state of the art, what could be included and some general guidelines to form a viable curricular proposal. A quantitative exploratory research was conducted, with a secondary data analysis, across the 2019-20 school year. It was found that almost half of the undergraduate programs in psychology do not include any computer science courses and the contents of those that do are analyzed. The areas of computing that are considered most relevant for the training of psychologists are: intelligent systems, embedded systems, graphics and visualization, data structures, telecommunications and software. It is proposed to integrate them in the curriculum in seven content areas: data processing, intelligent systems, embedded systems, virtual reality, computerized psychometrics, stimulus programming and telepsychology. As a curricular strategy, it is proposed to include in the curriculum one or two compulsory university courses of a practical nature, aimed at solving problems of general psychology and not in areas of intervention (clinical, educational, etc.).
The social representations of hybrid education by university officials and professors are explored. Their knowledge, beliefs, attitudes, and experiences about hybrid education after the COVID-19 pandemic are analyzed. A questionnaire was applied to a representative sample, a statistical analysis was performed based on principal components as well as a qualitative lexicological analysis was carried out. There is a high degree of adherence among university officials and professors towards hybrid education, they possess a very positive attitude, and a strong agreement regarding hybrid education, not only as a daily practice, but also as an imminent future horizon.
The aim of this bibliometric study was to analyze Latin American research output on research in university students over the past two decades, a key area for professional training and academic contributions from countries in the region. A systematic search was conducted in Scopus, identifying 395 articles from 2004 to 2023 that met the inclusion criteria. An exponential growth in publications was found since 2020, with Brazil (16.7%) and Mexico (16.7%) leading in production volume. The top institutions were the Instituto Tecnol & oacute;gico y de Estudios Superiores de Monterrey (iTEsM) and the Universidad Nacional Mayor de San Marcos. 'Higher education' was the most frequent descriptor. Colombia led international collaborations, primarily with Chile and Peru. The study concludes that greater international cooperation and educational policies are needed to encourage more studies on research skills in countries with lower scientific productivity.
This paper discusses the viability of research and advocacy projects National Strategic Program (Pronaces) Education in addressing national problems, that is, the association between scientific knowledge and actors involved in educational challenges; the study was qualitative type through the documentary analysis of reports published between 2011 and 2023 about the issues of higher education evaluation, elementary education evaluation and scientific vocations' consolidation. The results show that the research and advocacy initiative has been latent in such reports, because in their recommendations discuses some of the challenges indicated in the Pronaces Education, especially the need for horizontal evaluation processes to avoid undesired results such as the educational processes simulation and the evaluation misconception or reduction, as well as the identification of mechanisms for the consolidation of scientific vocations. The viability of the initiative is due to the inter and transdisciplinary activities of education and policy study fields, as well as the dilemma between their scientific purposes which involves the tension between basic and applied research.
The aim of this study was to analyze the relationship between affect (positive or negative) and happiness in a group of Psychology students from a private university. The sample was non-probabilistic and consisted of 61 students (F=70.5% and M=29.5%). The positive and negative affect scales (Watson et al., 1988), the orientation to happiness scale (oHF) (Peterson et al., 2005), and a daily habits questionnaire were applied. Through descriptive, quartile, and correlational analyses, it was found that 26.2% had low positive affect scores and 34.4% had high negative affect scores; additionally, 63.9% showed a low emotional balance. Positive affect correlated with meaning (r= .000, p= .562) and pleasure (r= .000, p= .480). Negative affect correlated with physical activity (r= .022, p=-.293). It was concluded that, there is no direct relationship between general happiness and affectivity.
The results of a research are reported whose objective is to design and implement a didactic intervention for learning the change of base of an integer through project work with the purpose of showing the benefits of its implementation in the classroom. The work is approached from the perspective of action-research through the four moments: planning, action, observation and reflection. The content analysis was carried out taking into account the learning approaches: superficial, deep and strategic or achievement. The intervention was carried out with 59 first-semester students of the discrete mathematics learning unit of the Artificial Intelligence Engineering and Data Science degrees of the Escuela Superior de Computo ( Escort ) of the Instituto Politecnico Nacional (ipn). The results showed that the students had difficulties in investigating and working collaboratively; however, the work among peers strengthened transversal skills such as communication, time management and teamwork, with a positive progressive effect on the quality of the students' work. Hence the importance of introducing methodologies in the classroom, such as project work, with continuous and timely monitoring, to identify and support different learning needs and styles.
