Postgraduate Trends in the Training of Human Talent for Sustainable Development

Acevedo-Duque, Ángel; Prado-Sabido, Tohtli; García-Salirrosas, Elizabeth Emperatriz; Mantilla, Mirtha Mercedes Fernández; Calmet, Velia Graciela Vera; Palomino, Nicolás Valle; Armas, Haydee Mercedes Aguilar

doi:10.3390/su142114356

Cited by 12 publications

(8 citation statements)

References 51 publications

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“…In recent years, the increase in the number of masters and doctorates has not been associated with an increase in the impact research that society requires. Postgraduate studies should contribute to the training of professionals in research on sustainable programmes, and development and training of human talent and actions aimed at resilience, which can be given with different objectives, modes, and goals, in specialisation, masters, doctorate, and, more recently, post-doctoral programmes, taking into account the purposes of each [41][42][43].…”

Section: Discussionmentioning

confidence: 99%

Education for Sustainable Development: Challenges for Postgraduate Programmes

Acevedo-Duque

Jiménez-Bucarey

Prado-Sabido

et al. 2023

IJERPH

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As the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, humanitarian, and refugee crises, all against the backdrop of an unfolding climate emergency. The aim of this research is to analyse the challenges faced by postgraduate programmes in training human talent for sustainable development on the basis of Grounded Theory. To do so, we have used a dialogical intervention through the complementary experiences of authorities of higher-education institutions that live day by day for a fair, quality, and sustainable education. With a naturalistic qualitative method, where the hermeneutic analysis procedure is structured in five phases, and with data from key informants from 9 countries, 20 interviews are obtained with key informants in Latin American and Spanish universities during 2021, according to inclusion criteria such as: belonging to a higher-education institution, with a doctorate degree, with more than 10 years of experience in management, and training in postgraduate programmes. The data are processed through ATLAS.ti9, which allows for the analysis of the key informants’ discourses. The findings show that the university institutions that currently offer postgraduate programmes are considering improving the quality of education; the first challenge is to redesign the curricula according to the demands of the current and future world, incorporating technological resources and knowledge of the environment; inter- and transdisciplinary curricula that form enterprising postgraduates with a solid ethical life project; critical, complex, and systemic thinking.

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Section: Discussionmentioning

confidence: 99%

Education for Sustainable Development: Challenges for Postgraduate Programmes

Acevedo-Duque

Jiménez-Bucarey

Prado-Sabido

et al. 2023

IJERPH

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“…Desde sus inicios, la enseñanza universitaria se ha centrado en la entrega de información a través de conferencias o clases magistrales, destinadas a transmitir una gran cantidad de información teórica, dejando que sean los propios estudiantes quienes adquieran estos conocimientos (Acevedo-Duque et al, 2022). Esta forma de concebir el proceso de enseñanza-aprendizaje comenzó a plantear problemas a las universidades cuando se enfrentaron a un aumento exponencial de la matrícula de estudiantes; un proceso de admisión caracterizado por la heterogeneidad de los alumnos que accedían al primer curso de la universidad (Mendoza-Muñoz et al, 2021).…”

Section: La Enseñanza Superior Frente a Las Competencias Genéricasunclassified

Brechas en percepción de contribución de competencias genéricas entre estudiantes en Chile

2023

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Generic or transversal competences are professional capacities that cover the general aspects of the professional future in the world of work. These are closely related to creative thinking and emotional intelligence, and are useful in any discipline or field of work. The objective of this study is to identify the gaps or biases that may exist in the perception of students of Law, Business Engineering and Nursing careers at the Universidad Nacional Andrés Bello in Chile, regarding the contribution of generic skills in their training. academic. It focused on a quantitative, non-experimental field study where the non-parametric method called the Kruskal-Wallis test or H test was used in 1,272 students. Firstly, the differences between students of the different degrees have been analysed, and then a comparison has been made between those in the first and fifth years of the same degree. As the most significant findings, when comparing the first and fifth year students of Law and Business Engineering, there were differences in the perception of the contribution of all the competencies, and in Nursing only the generic competencies of ethical behavior, scientific and quantitative reasoning, work teamwork and social responsibility showed differences.

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“…Para lo anterior, la educación física debe romper paradigmas en relación con la práctica de actividades deportivas que sean competitivas y que evalúen solo el rendimiento en los(as) estudiantes, ya que debe más bien enfocarse en una asignatura flexible e inclusiva contribuyendo además al aprendizaje de diferentes asignaturas, de manera transversal mediante el desarrollo de distintas actividades físicas, mejorando incluso los resultados académicos de los(as)estudiantes (Gambau, 2015;Yu, 2021;Acevedo-Duque, et al, 2022). Según lo señalado, es que a lo largo del tiempo se ha diversificado la manera de enseñar en el aula de las clases de educación física, siendo varios autores quienes se han referido en la materia, considerando no solo la didáctica de la clase, sino que también sus estilos y diferentes modelos de enseñanza que están implicados en el proceso de enseñanza en la clase (Fernández, Calderón, Hortigüela, Pérez & Aznar, 2016;Orlando-Bacciotti, & Campos,2021;Romero-Parra, Romero-Chacín & Barboza-Arenas, 2022), basándose hoy la enseñanza de la asignatura en un modelo pedagógico que busca organizar tanto los resultados de aprendizajes como a su vez las necesidades de los(as) estudiantes, considerando por supuesto el estilo de enseñanza a emplear en el proceso educativo.…”

Section: La Educación Física En El Currículo Formativo De Los(as) Est...unclassified

Experiencias de Educación Online en la asignatura de educación física y su contribución en la formación integral de los estudiantes: desarrollo de competencias genéricas (Online teaching experiences in Physical Education and their contribution to students’ integral education: General Competence Development)

Jones Jofré,

Hecht Chau,

Lira Mendiguren

2023

Retos

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El presente artículo permite conocer la contribución de las asignaturas de educación física en la formación integral de las(os) estudiantes de educación superior durante la Pandemia, de las carreras de ingeniería, construcción civil y arquitectura, a través de las experiencias de las clases virtuales, como resultado de la transformación digital que las instituciones de educación superior (IES) tuvieron que enfrentar debido a las restricciones generadas por el Coronavirus o COVID-19. La investigación responde al diseño no experimental transversal y plantea la aplicación de un modelo que mide la percepción de los estudiantes considerando las siguientes dimensiones o competencias: inteligencia kinestésica, recreación, trabajo en equipo, ética y vida saludable. Posteriormente, para la validación del modelo se estimó el impacto de cada dimensión de acuerdo con las respuestas obtenidas de los(as) estudiantes, utilizando un Modelo de Ecuación Estructural de Mínimos Cuadrados Parciales (PLS-SEM) y un Análisis de Mapa de Importancia-Desempeño (IPMA), resultando que los constructos del modelo propuesto cumplen con los criterios de consistencia interna y de validación convergente, por lo tanto, el instrumento evidencia ser válido. El análisis consideró las respuestas de 497 estudiantes que cursaban el primer año de las distintas carreras de ingeniería y arquitectura de los distintos campus de la Universidad Técnica Federico Santa María, cuyos resultados arrojaron que los(as) estudiantes reconocieron que las asignaturas de educación física desarrolladas de forma virtual contribuyeron al logro de las competencias genéricas y transversal declaradas en los programas de asignaturas, evidenciando que las asignaturas responden a una actividad física beneficiosa para su salud, que resulta placentera, les permite formar parte de un equipo, practicar la comunicación, el respeto, entre otros de los beneficios. Palabras clave: Experiencia educativa, educación online; satisfacción de los estudiantes; educación física, competencias genéricas, competencias transversales. Abstract. This article allows us to understand the contribution of physical education as a general education subject in university students during the Covid 19 Pandemic in engineering, construction and architecture courses through virtual classes as a result of the digital learning process taking part in universities due to pandemic restrictions. The research follows a transversal non experimental model and proposes the use of a model which measures students perceptions considering the following competences: kinesthesis intelligence, recreation, team work, ethics and healthy lifestyle. Secondly, in order to validate this model, the impact of each dimension was estimated according to the students’ answers obtained applying a structural equation modeling with partial least squares (PLS – SEM technique) and an importance performance map analysis (IPMA), resulting in proposed models’ construct complying with the internal consistency criteria and convergent validation, therefore, the instrument is valid. The analysis considered 497 students and their answers in first year engineering and architecture courses in different campuses at UTFSM whose results showed that students acknowledge that this online physical education subject contributed to the achievement of general and cross curricular competences established in the subjects’ syllabus claiming that the course promoted a state of wellbeing, built teamwork, enhanced communication, fostered respect among other benefits. Keywords: Teaching practices, online teaching, students’ satisfaction, physical education, general competences, cross curricular competence.

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Postgraduate Trends in the Training of Human Talent for Sustainable Development

Cited by 12 publications

References 51 publications

Education for Sustainable Development: Challenges for Postgraduate Programmes

Education for Sustainable Development: Challenges for Postgraduate Programmes

Brechas en percepción de contribución de competencias genéricas entre estudiantes en Chile

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