Perspectivas y desafíos en el aprendizaje universitario: Un análisis crítico

• Elisa Juverly Zambrano Zambrano https://orcid.org/0000-0002-1750-266X
• Lucia Dolores Loor Bravo https://orcid.org/0000-0003-3791-6576
• Verónica Monserrate Mendoza Fernández https://orcid.org/0000-0002-2937-4052
• Martha Tatiana Velásquez Gutiérrez https://orcid.org/0000-0003-1910-0223

DOI: https://doi.org/10.31876/rcs.v30i.42829

Palabras clave: Educación superior, aprendizaje activo, constructivismo, Aprendizaje Basado en Problemas, innovaciones pedagógicas

Resumen

En la era de la globalización y la revolución digital, la educación superior se encuentra en un punto de inflexión donde es imperativo reconsiderar sus métodos y enfoques para satisfacer las necesidades emergentes de la sociedad y el mercado laboral. El objetivo de este estudio fue examinar las perspectivas y desafíos que enfrenta el aprendizaje universitario en este contexto cambiante. Mediante una metodología cualitativa y un diseño explicativo se profundizó en las complejidades de la educación superior, empleando una revisión sistemática para integrar los hallazgos de investigaciones previas. Una búsqueda exhaustiva en bases de datos académicas permitió seleccionar estudios relevantes. Se examinaron teorías del aprendizaje como el constructivismo y el cognitivismo, resaltando metodologías innovadoras como el Aprendizaje Basado en Problemas y el aprendizaje mixto y digital. Los resultados destacan una evolución hacia un modelo educativo centrado en el estudiante, que promueve el aprendizaje activo y se adapta a los avances tecnológicos y las demandas de una sociedad globalizada. En conclusión, la adaptación de la educación universitaria a enfoques centrados en el estudiante y el aprendizaje activo refleja un compromiso con el desarrollo de habilidades críticas y el aprendizaje autodirigido, ofreciendo un marco pedagógico integrador para enfrentar los desafíos educativos actuales.

Citas

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