Disruptive Education and the Development of University Competencies
Abstract
The objective of the research was to identify the aspects of the educational model that to a greater extent characterize disruptive education and to evaluate its incidence in the development of university competencies. The method used was based on a quantitative approach and cross-sectional design, directed to 2722 participants: 2223 students from the first to the fourth semester of bachelor's degree from different faculties of the University Autonomy of Chihuahua, as well as 499 teachers at this university. The questionnaire designed to collect the information consisted of six dimensions and was previously validated through four techniques: expert judgment, Cronbach's alpha, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The information was processed and analyzed through three statistical analyses: univariate, bivariate, and multivariate, with parametric tests with a significance level of p ≤ 0.01. The results identified aspects that characterize the disruptive educational model, such as: contributing to the humanistic training of students, promoting the use of ICTs (learning and communication technologies), favoring learning through different media and modalities, promoting new training options, fostering the development of digital competencies, and motivating the identification of problems in the real context. However, it was observed that the least evaluated is to train students to contribute to sustainable development, deploy all their creative potential, and develop competencies. Likewise, it was observed that students prefer a less disruptive model, even though this study highlights that there is a significant correlation between the educational model, the TAC, and the development of university competencies. Similarly, it was possible to identify two models of disruptive education, where it is highlighted that by promoting the use of ICTs, innovation and entrepreneurship increase by 71% in students when solving real problems, which favors complex thinking, as well as the development of competencies. Areas of opportunity applicable to Mexican universities to respond to the demands of the current context were also identified.
Downloads
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
