Modelos didácticos contemporáneos en la educación superior mexicana
Palabras clave:
Modelos didácticos, educación universitaria, diversidad de género, adaptación pedagógica, percepciones
Resumen
La Educación Superior presenta el desafío de adecuarse a las demandas evolutivas de la sociedad y sus estudiantes. Este estudio se enfoca en examinar los modelos didácticos de las universidades Autónoma de Occidente y Autónoma de Sinaloa, en México. Mediante un enfoque positivista y cuantitativo, con métodos inductivo-deductivo, se analizan los fenómenos educativos en su estado natural, evitando alterar las variables independientes. La investigación es de carácter transversal, involucrando la recopilación de datos a través de encuestas tipo Likert aplicadas a 413 docentes. Para asegurar la validez del estudio se procedió a una revisión por expertos que evidenció la rigurosidad y relevancia de los instrumentos utilizados. Los resultados señalan diferencias significativas en la percepción y efectividad de los modelos didácticos, en función de variables como el género, el nivel académico y el contexto institucional. Se observaron variaciones notables en la valoración de los enfoques pedagógicos entre hombres y mujeres, así como entre estudiantes de diferentes niveles educativos y universidades. Se concluye que las interrelaciones identificadas entre los distintos enfoques sugieren una sinergia que potencia la experiencia educativa. Además, las diferencias observadas según género, contexto institucional, así como nivel educativo, enfatizan la necesidad de una educación más inclusiva y adaptativa.
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Arpentieva, M. R., Retnawati, H., Akhmetova, T. A., Azman, M. N. A., y Kassymova, G. K. (2021). Constructivist approach in pedagogical science. Challenges of Science, (IV), 12-17. https://doi.org/10.31643/2021.02
Arregui-Valdivieso, V. P., Adum-Lípari, M. N., Cruz-Tamayo, M. D. L. Á., y Guilcapi-Lunavictoria, D. O. (2024). Estado actual de las competencias digitales en la educación superior: Un enfoque basado en el modelo PRISMA. Revista de Ciencias Sociales (Ve), XXX(E-10), 257-268. https://doi.org/10.31876/rcs.v30i.42842
Baeten, M., Dochy, F., Struyven, K., Parmentier, E., y Vanderbruggen, A. (2016). Student-centred learning environments: An investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19(1), 43-62. https://doi.org/10.1007/s10984-015-9190-5
Baeten, M., Struyven, K., y Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education? Studies in Educational Evaluation, 39(1), 14-22. https://doi.org/10.1016/j.stueduc.2012.11.001
Besson, U., y De Ambrosis, A. (2014). Teaching energy concepts by working on themes of cultural and environmental value. Science & Education, 23, 1309-1338. https://doi.org/10.1007/s11191-013-9592-7
Boscán, M. (2022). Editorial Educación, economía, política y sociedad en tiempos de crisis pandémica en Iberoamérica. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 11-16. https://doi.org/10.31876/rcs.v28i.38141
Briceño, M., Correa, S., Valdés, M., y Hadweh, M. (2020). Modelo de gestión educativa para programas en modalidad virtual de aprendizaje. Revista de Ciencias Sociales (Ve), XXVI(2), 286-298. https://doi.org/10.31876/rcs.v26i2.32442
Bush, A., y Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88, 102968. https://doi.org/10.1016/j.tate.2019.102968
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Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. https://doi.org/10.1111/curi.12002
Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Harris, J., Mishra, P., y Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
Harrison, R. T. (2022). Improvisation, routines and the practice of entrepreneurship-as-practice. In N. Thompson, O. Byrne, A. Jenkins y B. Teague (Eds.), Research Handbook on Entrepreneurship as Practice (pp. 141-167). Edward Elgar Publishing.
Hartman, R. J., Townsend, M. B., y Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: A descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3), 236-249. https://doi.org/10.1108/JRIT-03-2019-0044
Hew, K. F., y Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
Huaire-Inacio, E. J., Dolorier, R. G., Alfaro, M. N., y Riveros, P. N. (2024). Learning approaches and academic experiences in university pedagogy students. Revista de Ciencias Sociales (Ve), XXX(3), 56-65. https://doi.org/10.31876/rcs.v30i3.42676
Islahi, F., y Nasrin (2019). Exploring Teacher attitude towards information technology with a gender perspective. Contemporary Educational Technology, 10(1), 37-54. https://doi.org/10.30935/cet.512527
Jawaid, I., Javed, M. Y., Jaffery, M. H., Akram, A., Safder, U., y Hassan, S. (2020). Robotic system education for young children by collaborative"project"based learning. Computer Applications in Engineering Education, 28(1), 178-192. https://doi.org/10.1002/cae.22184
Jones, W. M., y Dexter, S. (2014). How teachers learn: the roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367-384. https://doi.org/10.1007/s11423-014-9337-6
Kimmel, M., Hristova, D., y Kussmaul, K. (2018). Sources of embodied creativity: Interactivity and ideation in contact improvisation. Behavioral Sciences, 8(6), 52. https://doi.org/10.3390/bs8060052
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., y Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen y M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101-111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Kolmos, A. (2002). Facilitating change to a problem-based model. International Journal for Academic Development, 7(1), 63-74. https://doi.org/10.1080/13601440210156484
Maher, C., Hadfield, M., Hutchings, M., y De Eyto, A. (2018). Ensuring rigor in qualitative data analysis. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918786362
Makri, A., Vlachopoulos, D., y Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
Mbhiza, H. W. (2021). Shifting paradigms: Rethinking education during and post-COVID-19 pandemic. Research in Social Sciences and Technology, 6(2), 279-289. https://doi.org/10.46303/ressat.2021.31
Moreira-Choez, J. S., Gómez, K. E., Lamus, T. M., Sabando-García, A. R., Cruz, J. C., y Cedeño, L. A. (2024). Assessment of digital competencies in higher education faculty: A multimodal approach within the framework of artificial intelligence. Frontiers in Education, 9, 1425487. https://doi.org/10.3389/feduc.2024.1425487
Moreira-Choez, J. S., Lamus, T. M., Arias-Iturralde, M. C., Vega-Intriago, J. O., Mendoza-Fernández, V. M., Zambrano-Acosta, J. M., y Cardenas-Hinojosa, R. D. (2024). Influence of gender and academic level on the development of digital competencies in university teachers: A multidisciplinary comparative analysis. Frontiers in Education, 9, 1436368. https://doi.org/10.3389/feduc.2024.1436368
Moreira-Choez, J. S., Lamus, T. M., Cedeño, L. A., y Bueno, M. M. (2024). Competencias digitales en docentes de educación superior: Un análisis integral basado en una revisión sistemática. Revista de Ciencias Sociales (Ve), XXX(3), 317-331. https://doi.org/10.31876/rcs.v30i3.42672
Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515
Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1
Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1/2), 99-113. https://doi.org/10.1023/B:TRUC.0000021811.66966.1d
Naude, L., Van den Bergh, T. J., y Kruger, I. S. (2014). “Learning to like learning”: An appreciative inquiry into emotions in education. Social Psychology of Education, 17, 211-228. https://doi.org/10.1007/s11218-014-9247-9
Núñez, N., Matas, A., Ríos, J. M., y Llatas, L. J. (2024). Competencias digitales en estudiantes universitarios: Análisis de las condiciones tecnológicas de la educación superior. Revista de Ciencias Sociales (Ve), XXX(E-10), 243–256. https://doi.org/10.31876/rcs.v30i.42841
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Arpentieva, M. R., Retnawati, H., Akhmetova, T. A., Azman, M. N. A., y Kassymova, G. K. (2021). Constructivist approach in pedagogical science. Challenges of Science, (IV), 12-17. https://doi.org/10.31643/2021.02
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Baeten, M., Struyven, K., y Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education? Studies in Educational Evaluation, 39(1), 14-22. https://doi.org/10.1016/j.stueduc.2012.11.001
Besson, U., y De Ambrosis, A. (2014). Teaching energy concepts by working on themes of cultural and environmental value. Science & Education, 23, 1309-1338. https://doi.org/10.1007/s11191-013-9592-7
Boscán, M. (2022). Editorial Educación, economía, política y sociedad en tiempos de crisis pandémica en Iberoamérica. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 11-16. https://doi.org/10.31876/rcs.v28i.38141
Briceño, M., Correa, S., Valdés, M., y Hadweh, M. (2020). Modelo de gestión educativa para programas en modalidad virtual de aprendizaje. Revista de Ciencias Sociales (Ve), XXVI(2), 286-298. https://doi.org/10.31876/rcs.v26i2.32442
Bush, A., y Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88, 102968. https://doi.org/10.1016/j.tate.2019.102968
Creemers, B. P. M., y Kyriakides, L. (2010). Using the Dynamic Model to develop an evidence-based and theory-driven approach to school improvement. Irish Educational Studies, 29(1), 5-23. https://doi.org/10.1080/03323310903522669
Fortuin, K. P. J., y Bush, S. R. (2010). Educating students to cross boundaries between disciplines and cultures and between theory and practice. International Journal of Sustainability in Higher Education, 11(1), 19–35. https://doi.org/10.1108/14676371011010020
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. https://doi.org/10.1111/curi.12002
Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Harris, J., Mishra, P., y Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
Harrison, R. T. (2022). Improvisation, routines and the practice of entrepreneurship-as-practice. In N. Thompson, O. Byrne, A. Jenkins y B. Teague (Eds.), Research Handbook on Entrepreneurship as Practice (pp. 141-167). Edward Elgar Publishing.
Hartman, R. J., Townsend, M. B., y Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: A descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3), 236-249. https://doi.org/10.1108/JRIT-03-2019-0044
Hew, K. F., y Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
Huaire-Inacio, E. J., Dolorier, R. G., Alfaro, M. N., y Riveros, P. N. (2024). Learning approaches and academic experiences in university pedagogy students. Revista de Ciencias Sociales (Ve), XXX(3), 56-65. https://doi.org/10.31876/rcs.v30i3.42676
Islahi, F., y Nasrin (2019). Exploring Teacher attitude towards information technology with a gender perspective. Contemporary Educational Technology, 10(1), 37-54. https://doi.org/10.30935/cet.512527
Jawaid, I., Javed, M. Y., Jaffery, M. H., Akram, A., Safder, U., y Hassan, S. (2020). Robotic system education for young children by collaborative"project"based learning. Computer Applications in Engineering Education, 28(1), 178-192. https://doi.org/10.1002/cae.22184
Jones, W. M., y Dexter, S. (2014). How teachers learn: the roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367-384. https://doi.org/10.1007/s11423-014-9337-6
Kimmel, M., Hristova, D., y Kussmaul, K. (2018). Sources of embodied creativity: Interactivity and ideation in contact improvisation. Behavioral Sciences, 8(6), 52. https://doi.org/10.3390/bs8060052
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., y Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen y M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101-111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Kolmos, A. (2002). Facilitating change to a problem-based model. International Journal for Academic Development, 7(1), 63-74. https://doi.org/10.1080/13601440210156484
Maher, C., Hadfield, M., Hutchings, M., y De Eyto, A. (2018). Ensuring rigor in qualitative data analysis. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918786362
Makri, A., Vlachopoulos, D., y Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
Mbhiza, H. W. (2021). Shifting paradigms: Rethinking education during and post-COVID-19 pandemic. Research in Social Sciences and Technology, 6(2), 279-289. https://doi.org/10.46303/ressat.2021.31
Moreira-Choez, J. S., Gómez, K. E., Lamus, T. M., Sabando-García, A. R., Cruz, J. C., y Cedeño, L. A. (2024). Assessment of digital competencies in higher education faculty: A multimodal approach within the framework of artificial intelligence. Frontiers in Education, 9, 1425487. https://doi.org/10.3389/feduc.2024.1425487
Moreira-Choez, J. S., Lamus, T. M., Arias-Iturralde, M. C., Vega-Intriago, J. O., Mendoza-Fernández, V. M., Zambrano-Acosta, J. M., y Cardenas-Hinojosa, R. D. (2024). Influence of gender and academic level on the development of digital competencies in university teachers: A multidisciplinary comparative analysis. Frontiers in Education, 9, 1436368. https://doi.org/10.3389/feduc.2024.1436368
Moreira-Choez, J. S., Lamus, T. M., Cedeño, L. A., y Bueno, M. M. (2024). Competencias digitales en docentes de educación superior: Un análisis integral basado en una revisión sistemática. Revista de Ciencias Sociales (Ve), XXX(3), 317-331. https://doi.org/10.31876/rcs.v30i3.42672
Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515
Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1
Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1/2), 99-113. https://doi.org/10.1023/B:TRUC.0000021811.66966.1d
Naude, L., Van den Bergh, T. J., y Kruger, I. S. (2014). “Learning to like learning”: An appreciative inquiry into emotions in education. Social Psychology of Education, 17, 211-228. https://doi.org/10.1007/s11218-014-9247-9
Núñez, N., Matas, A., Ríos, J. M., y Llatas, L. J. (2024). Competencias digitales en estudiantes universitarios: Análisis de las condiciones tecnológicas de la educación superior. Revista de Ciencias Sociales (Ve), XXX(E-10), 243–256. https://doi.org/10.31876/rcs.v30i.42841
Oliveira, D. S., Da Costa, C., Melo, J. C. P., Vieira, O., Barrios-Aranibar, D., Patino-Escarcina, R. E., Dos Santos, L. T., y Garcia, L. M. (2021). EduRoSC-Prof: Continuous education method for teacher formation in educational robotics for K-12 Teaching. 2021 Latin American Robotics Symposium (LARS), 2021 Brazilian Symposium on Robotics (SBR), and 2021 Workshop on Robotics in Education (WRE), Natal, Brazil, pp. 342-347. https://doi.org/10.1109/LARS/SBR/WRE54079.2021.9605449
Orozco, J. C. (2016). Estrategias Didácticas y aprendizaje de las Ciencias Sociales. Revista Científica Estelí, (17), 65-80. https://doi.org/10.5377/farem.v0i17.2615
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Publicado
2025-04-07
Cómo citar
Olguín-Martínez, C. M., Martínez-García, V. M., Chávez-Hernández, A., & De la Paz Rosales, M. T. de J. (2025). Modelos didácticos contemporáneos en la educación superior mexicana. Revista De Ciencias Sociales, 31(2), 139-153. https://doi.org/10.31876/rcs.v31i2.43753
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