Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Abstract

The Education 4.0 Framework calls for Higher Education Institutions (HEIs) to innovate their curriculum for developing the competencies of the future. Tecnologico de Monterrey started a transition from an active-learning educational model to Tec21, a challenge-based learning educational model focused on competency development. After one semester of this transition, the COVID-19 pandemic disrupted education worldwide, causing most universities to adapt to online education. We found the opportunity to analyze the institutional Student Evaluation of Teaching (SET) survey at different stages of the COVID-19 pandemic, prior to the outbreak, in the transition to online learning, and after the transition to fully online course delivery. We performed this analysis separately for the two coexisting educational models and each of the schools at the university. We also compared the SET scores for the spring semester of 2021, when the two educational models had a comparable number of students. We found that SET scores were not negatively impacted by the COVID-19 pandemic hinting toward positive implications about the institutional response to the pandemic. Another finding is that the Tec21 educational model has received higher SET scores, which implies a positive perception by students. There were a few exceptions to these results, which we address explicitly; for instance, the COVID-19 pandemic might have affected SET scores in the School of Medicine and Health Sciences. Further research is necessary to evaluate the implementation of the Tec21 model comprehensively.

Designing learning experiences on climate change for undergraduate students of different majors

“…Context of the educational model Tec21, groups details, and monitored variables Model Tec21 is an educational model launched in the Fall of 2019 by Tecnologico de Monterrey (Campos et al, 2022), a leading private multi-campus university in Mexico, currently ranked in the 29th Symonds, 2023). Tec21 allows to customize the professional profile of students to acquire a greater set of competencies, which are summarized in the evidence portfolio of all solutions to challenges at the end of their studies.…”

Aporte pedagógico del Aprendizaje Basado en Desafíos a la formación de los administradores de empresas: una revisión sistemática de la literatura (2019-2023)

“…En las facultades de administración este tipo de habilidades solían desarrollarse con mayor énfasis en los tiempos de prácticas o pasantías en organizaciones, pero el ABR deja al descubierto cómo estas habilidades se ponen en juego en cada desafío que se pretende superar. Es decir, los estudiantes desde los primeros semestres se vinculan a retos que los mantienen competitivamente capacitados en habilidades empresariales que poco a poco se despliegan y evolucionan, materializando así el paradigma de formación promovido por las actuales sociedades del conocimiento que definen la educación como un ejercicio de toda la vida, y no solo como un conjunto de tareas que toca realizar en el tiempo de "prácticas empresariales" (Campos, 2022).…”