ISSN: 2310-2799
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636,460 artículos
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Año:
2025
ISSN:
2007-2872
Martínez-Moreno, Oswal; Monroy-Gomez, Jeison-Alexander; Romero-Peña, Ana-Carmenza
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
Education 4.0 is revolutionizing health education with technologies such as artificial intelligence, cloud computing, robotics, telehealth, and social networks. Curricular and pedagogical adaptation is required to train competent professionals in these areas. Improving the quality of education involves overcoming difficulties in the implementation, guaranteeing equal access to digital technologies, and promoting flexible learning. Preparing health professionals to make use of these tools, analyze data, and optimize health care is essential for the future of the sector by integrating these innovations into the training of human resources in health.
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Año:
2025
ISSN:
2007-2872
Toro-Ocaranza, Sebastián; Abaroa-Godoy, Betty
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This paper aimed to explore the experience of students with disabilities or special educational needs (SEN) from a Chilean university in the diagnostic and academic leveling processes during their admission process into higher education. For this purpose, a qualitative study was carried out with a single case design, where two focus groups were conducted with the participation of 11 students with a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), low vision, and blindness. Through a content analysis, it was revealed that the participants’ experience was understood through the axes of barriers and opportunities for inclusive participation. Among the obstacles were inopportune conditions and accessibility difficulties of both processes. Meanwhile, the opportunities revealed the presence of an inclusion program within the university that fulfilled the role of validating disabilities or sen in front of teachers and supporting the students in the adjustments for equitable participation in these academic instances.
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Año:
2025
ISSN:
2007-2872
Queupil, Juan-Pablo; Ravest, Javiera; Fernández, María-Beatriz
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This study examines the gender gap in access to teacher education programs in Chile, according to the admission criteria defined in the new teacher professional development policy. Gender differences are identified, quantified, and compared between 2015 and 2022 according to the following dimensions: socioeconomic status, rurality, and area of specialization in pedagogy. The results show that the gap in the factor based on high school grades favors women, while the gap in the standardized test favors men, and these differences are more pronounced. Understanding this effect of access mechanisms on gender inequalities allows us to inform policies aimed at attracting and training teachers.
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Año:
2025
ISSN:
2007-2872
Ferrada-Hurtado, Rocío; Simbürger, Elisabeth
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
As a result of Law 21 369, Chilean universities have had to implement a determined set of changes to address gender-based violence and prevent it. Prevention-related actions are performed by women who may or may not be equipped with offices and teams to carry out this work. Based on interviews with women in charge of this responsibility at universities in the Valparaíso region, and from a sociological approach to institutions, this article provides, on one hand, a typology of universities according to the formality level of their gender units; on the other hand, it explores the role of the cognitive dimension embedded in this institutionalization process, which is decisive in advancing toward the establishment of relationships free from sexual and gender discrimination.
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Año:
2025
ISSN:
2007-2872
Lastra, Karina-Fabiana
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This article aims to provide a contribution to the study of university graduation from a point of view that explores the relationship between institutional dynamics and academic trajectories in the post-pandemic context. In Argentina, research on university graduation initially focused on issues such as terminal efficiency, graduation rates, and the effects of inequality. Exploratory studies that emphasize institutional policies for strengthening academic trajectories were subsequently added to this initial agenda, a position that this study also endorses. A qualitative approach was adopted for methodological purposes, and the sample consisted of three humanities faculties at national universities in the Buenos Aires region: UNLP, UNMDP, and UNICEN. The data collection techniques used were documentary research and semi-structured indepth interviews with authorities, teachers, students, and graduates. The preliminary analysis suggests that university graduation is emerging as a multidimensional problem, with a strong impact on management and institutional cultures.
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Año:
2025
ISSN:
2007-2872
Alarcón, Mario; Brunner, José-Joaquín; Labraña, Julio
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This study reviews changes in higher education governance in Latin America, developing a conceptual approach to analyze the reforms and their impacts in Chile and Ecuador, highlighting their similarities and differences. The extended Clark's triangle is used to explore these transformations. The results identify the post-reform trajectories of both countries. In Chile, the regulatory reforms enhanced the role of the state as evaluator and funder, consolidated a more regulated private market, and reduced the influence of the academic sector. In Ecuador, they reduced the state’s control but strengthened its role as evaluating agency, increasing the influence of higher education institutions and universities, and promoting more managerial approaches in private higher education institutions. The reforms brought about greater state intervention in Chile and less state intervention in Ecuador, with significant changes in both countries.
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Año:
2025
ISSN:
2007-2872
Borne, Leonardo; Da-Silva, Midiã; Bezerra, Jefferson
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This paper aims to survey the gray literature publications on admission tests for undergraduate music programs (THE), focusing on the proceedings of events organized by the Brazilian Association of Music Education (ABEM) and the National Association of Research and Graduate Studies in Music (Anppom). Methodologically, we conducted a narrative review supported by the grounded theory approach. The results show that among the 8 123 published articles, only twenty addressed the topic of THE, divided into four types of writing: experience reports, documentary, empirical, and theoretical research. Regarding their content, the texts discuss the following matters: organization of the THE; historical description of the test in the institution; conceptualization, values, and beliefs about the THE; the candidates’ prior training; and problematic issues of/about the THE.
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Año:
2025
ISSN:
2007-2872
Campillay-Llanos, Marisol
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This article proposes a dialogue between higher education studies, artistic research, and performance with the aim of understanding the role of university theater professors in Chile during the social uprising and the confinement caused by COVID-19. The study addresses the challenges faced by university theater schools within the context of audit culture, using a theoretical framework that explores the intersection of body, space, and time through performance. A digital ethnography was conducted, gathering information from various spaces where academics from different Chilean university theater schools interact. The analysis considers the tensions of state violence during the October 18th protests and the challenges of teaching and research during the pandemic. Despite these difficulties, the study reflects on an ideal academic career that emphasizes artistic creation and practice as distinctive features of the theater academic profession.
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Año:
2025
ISSN:
2007-2872
Prette, Gissele; Gomes-Alves, Adriana; Linhares-Hostins, Regina-Célia
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
The commercialization of education, changes in the teacher-student relationship, and the unquestioning use of active methodologies are factors that have triggered changes in the contemporary educational context. This theoretical essay aims to debate the challenges of teaching in higher education in the contemporary environment, with an emphasis on the teacher-student relationship and on knowledge, from the perspective of Freire and Bauman. It addresses the dialogue, the strengthening of interpersonal relationships, and the use of active methodologies in the educational process from a critical perspective. It is clear that new challenges are emerging for higher education teachers in their practice, and it is up to universities, teachers, and academics to improve the educational process from a reflective and inclusive perspective, implementing concepts and practices that overcome the unquestioning appropriation of active methodologies and to contribute to a robust and critical perspective for addressing educational and social challenges.
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Año:
2025
ISSN:
2007-2872
Fernández-Poncela, Ana-María
Instituto de Investigaciones sobre la Universidad y la Educación; UNIVERSIA
Resumen
This article presents the opinions and appraisals about the types of education: remote, hybrid, and face-to-face. Dealing with the changes that have taken place in recent years, the authors analyze the students' views on the topic, their preferences, and their positive and negative characterization. A survey was conducted in Mexico City at the Universidad Autónoma Metropolitana, Xochimilco unit, at the beginning of 2023 when the students had already gone through the three modalities. The results show a preference for the face-to-face modality; however, the explanation, reflection, and expression of the students’ feelings allow us to understand their general positions and, in particular, the favorable and unfavorable perceptions towards each modality.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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