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Background The growing importance of emotional intelligence in academic and professional contexts has generated a need to explore its linkage with psychological well-being. Furthermore, understanding how various demographic and academic factors can influence students' emotional perception and management is crucial for optimizing educational and intervention strategies. In this context, the primary purpose of this study was to analyze the existing relationship between emotional education and psychological well-being in graduate students. Methods The objective was to conduct a comparative analysis of perceived emotional intelligence (PEI) in different study programs offered at a specific university. The methodology, framed within a positivist paradigm, was based on a quantitative approach and examines the responses of 1,522 university students using the Trait Meta-Mood Scale (TMMS-24). Results This tool, which is divided into three dimensions (emotional attention, emotional clarity, and emotional repair), was analyzed using descriptive statistics, correlation analysis, and ANOVA tests to determine demographic and academic influences on the scores. The findings indicate deficiencies in the areas of Emotional Attention and Emotional Repair, contrasting with a marked prevalence in Emotional Clarity. Variables such as sex, age, and field of study demonstrated an influence on the dimensions of PEI. Notably, significant differences in emotional perception were found between sex and academic fields. Conclusions Specifically, training directed towards empathy proved to be a prominent factor in the perception of emotional competencies. This study highlights the influence of demographic and academic variables on emotional competencies, underscoring the need to adapt strategies in education and therapy.

IntroductionDigital competencies are increasingly recognized as a fundamental pillar in the professional development of educators, particularly in Higher Education, where the integration of educational technologies is crucial for enhancing teaching and learning processes.MethodsThis study assessed the digital competencies of faculty at the Technical University of Manabí using a descriptive, non-experimental approach with a sample of 279 professors. Data collection was conducted through a quantitative multimodal design utilizing the Higher Education Digital Competencies Assessment Questionnaire (CDES). The data were analyzed using a structural equation model in AMOS software.ResultsThe findings revealed a significant correlation between faculty members' perceptions and the evaluated dimensions. However, the analysis identified discrepancies in the goodness-of-fit indices, suggesting the need for adjustments in the model.DiscussionThe study underscores the importance of ongoing evaluation and optimization of the structural model to refine the integration of digital competencies. It demonstrates the potential of these competencies to enrich teaching practices and concludes that continuous validation and adjustment of the model are essential to align faculty perceptions with their actual digital competencies.

IntroductionIn the digital era, the evolving demands of professional fields, especially in higher education, have accentuated the need for advanced digital competencies among faculty members. Digital competencies are now considered essential for effective teaching, necessitating an in-depth understanding of how these skills are distributed across different demographics, including gender and academic level. This study aims to explore the digital competencies of faculty members at the State University of Milagro, focusing on how these competencies vary by gender and academic level.MethodsThis study employed a quantitative approach within the positivist paradigm to assess the digital competencies of 279 faculty members at the State University of Milagro. Data were collected using the Higher Education Digital Competence Assessment Questionnaire, a validated instrument designed to measure various dimensions of digital skills. Descriptive statistical analysis was conducted using SPSS to evaluate the internal consistency of the competencies and to identify correlations among them, as well as to assess the influence of gender and academic level on these competencies.ResultsThe analysis revealed significant correlations among the different dimensions of digital competencies, indicating that proficiency in one area often contributes to the development of skills in other areas. The integrative nature of digital technologies within the academic environment was evident, with a high level of internal consistency observed across the competencies assessed. Notably, differences were found based on gender and academic level, suggesting that these demographic factors influence technological exposure and training, with certain groups displaying higher competency levels in specific areas.DiscussionThe findings highlight the importance of promoting integrative educational strategies that consider the diverse backgrounds of faculty members to ensure equitable development of digital competencies. The observed gender and academic level disparities underline the need for targeted interventions that address the specific needs of different faculty groups. By fostering a more balanced development of digital skills, institutions can enhance overall teaching effectiveness and better prepare faculty to meet the demands of modern educational environments. These results contribute to the ongoing discourse on digital competency development in higher education and suggest avenues for further research on how to bridge existing gaps in digital skills among faculty.

En el ámbito educativo, la evaluación de las competencias digitales se ha convertido en un aspecto fundamental, dado que ellas definen la habilidad de los docentes para usar la tecnología de forma efectiva en su práctica pedagógica y preparar a los estudiantes para un mundo con crecientes demandas digitales. En este contexto, este estudio tiene como objetivo caracterizar la valoración de las competencias digitales de los docentes en la Universidad Técnica de Manabí. Para ello, se utiliza una investigación descriptiva y un diseño multimodal que combina metodologías cuantitativas y cualitativas. Para recoger datos, de una muestra de 277 docentes, se utilizó el Cuestionario de Valoración de Competencias Digitales en Educación Superior (CDES). Los resultados muestran un alto nivel de valoración en la alfabetización tecnológica de los docentes, lo cual enfatiza la importancia de las habilidades tecnológicas en la educación actual. Sin embargo, también se detectaron áreas de mejora, como la creación de bases de datos y la interacción a través de redes sociales. Estos hallazgos sugieren la necesidad de implementar estrategias de formación docente personalizadas para mejorar aún más las competencias digitales de los docentes en estas áreas específicas.

El principal objetivo de este artículo se fundamentó en comprender la influencia del neuroliderazgo sobre la gestión educativa del departamento de idiomas de la UNEFM. El paradigma subyacente fue el cualitativo, desde una visión teórica cobijada en los postulados del construccionismo-interpretativo, a su vez cimentada en la postura epistémica que suscita la comprensión de la acción humana, con una estrecha apreciación de la fenomenología-hermenéutica que dio lugar a la significación y exégesis intersubjetiva de la influencia del neuroliderazgo en la gestión educacional. La técnica implicada en la recolección de información fue la entrevista en profundidad aplicada a diez informantes claves pertenecientes al departamento de idiomas de la universidad involucrada. La hermenéutica interpretativa de los datos se sustentó en los procesos inherentes al método; tales como, la categorización y posterior codificación de las diversas opiniones de los versionantes; dando origen a la transformación de la complejidad a lo simple; el echo investigativo fue acuñado en 10 subcategorías, una categoría medular y dos categorías orientadoras que favorecieron la emergencia de los hallazgos. Confirmándose el efecto benéfico de las bondades del neuroliderazgo no solo sobre la gestión, sino, además sobre la gerencia postmoderna, la cual cree y apuesta por dinámicas organizacionales sistémicas, complejas, y, ante todo, flexibles.

The objective of this work is to analyze the psychosocial effects of COVID-19 on Ecuadorian university professors, for which a quantitative research of descriptive and correlational nature was developed. Two instruments were applied, based on the Depression, Anxiety and Stress Scales and the Burnout questionnaire to the selected sample, in three public universities of easy access and linkage with the researchers. The population consisted of professors with appointment: 682 from the Technical University of Manabí, 678 from the Lay University Eloy Alfaro de Manabí, and 131 from the State University of Southern Manabí, from which a sample of 246, 246 and 98 professors was selected respectively. From the results it is derived that depression, anxiety, and stress were configured in psychosocial effects, which have had an impact during the COVID-19 pandemic on the professors of the universities studied, due to the pressure originated by new emerging methodological structures, the acquisition of other competences associated to technology, health and the risks of contagion, death and by the pedagogical attention through virtuality, unexpectedly arisen in times of pandemic.

El objetivo principal de esta investigación fue diseñar una propuesta de formación docente para el incentivo de la resiliencia, la neurociencia afectiva y cognición social de los alumnos que estudian en pandemia. Ubicándose en un enfoque cuantitativo, específicamente de carácter descriptivo basado en un proyecto factible que determinó la situación objeto de estudio, que permitió establecer la veracidad y una fase de diseño en la que se instituyó el contenido de la investigación; así mismo, se apoyó en el diseño de campo no experimental con un nivel de metodología positivista. Los sujetos de estudios fueron 46 docentes de diferentes instituciones, quienes personificaron como muestra significativa; para ello, se aplicó un cuestionario con 15 preguntas dicotómicas, posteriormente, se estableció su validez y confiabilidad mediante un análisis. Todo esto permitió visualizar la importancia del incentivo que tiene la resiliencia y la neurociencia, para la adquisición de un aprendizaje cognitivo en los estudiantes. Se concluye que las estrategias, el diseño, planificación y ejecución del docente dentro de los espacios de aprendizaje, son subjetivos a los resultados que se puedan obtener.

Background The growing importance of emotional intelligence in academic and professional contexts has generated a need to explore its linkage with psychological well-being. Furthermore, understanding how various demographic and academic factors can influence students' emotional perception and management is crucial for optimizing educational and intervention strategies. In this context, the primary purpose of this study was to analyze the existing relationship between emotional education and psychological well-being in graduate students. Methods The objective was to conduct a comparative analysis of perceived emotional intelligence (PEI) in different study programs offered at a specific university. The methodology, framed within a positivist paradigm, was based on a quantitative approach and examines the responses of 1,522 university students using the Trait Meta-Mood Scale (TMMS-24). Results This tool, which is divided into three dimensions (emotional attention, emotional clarity, and emotional repair), was analyzed using descriptive statistics, correlation analysis, and ANOVA tests to determine demographic and academic influences on the scores. The findings indicate deficiencies in the areas of Emotional Attention and Emotional Repair, contrasting with a marked prevalence in Emotional Clarity. Variables such as sex, age, and field of study demonstrated an influence on the dimensions of PEI. Notably, significant differences in emotional perception were found between sex and academic fields. Conclusions Specifically, training directed towards empathy proved to be a prominent factor in the perception of emotional competencies. This study highlights the influence of demographic and academic variables on emotional competencies, underscoring the need to adapt strategies in education and therapy.

Background Teaching professionalization aimed at the digital transformation of educational scenarios and training processes for students in contemporary higher education requires the mastery of digital competence by the teaching staff. The objectives of the study were to analyze the self-perceived level of digital teaching competence (DTC) of the faculty of the Technical University of Manabí (UTM), Ecuador, and to establish the relationship between age, sex, and academic profile variables with digital teaching competence. Methods A quantitative methodological approach was adopted to develop a descriptive-correlational field study with a non-experimental design. The participants were 277 professors, selected through non-probabilistic and voluntary sampling, who completed the DigCompEdu Check-In questionnaire sent by e-mail. Results The data showed that the integrator and expert categories obtained high levels in all competencies. There is also a difference in the pedagogy variable by the interaction of sex and academic profile. Conclusions It is concluded that the competences self-perceived by the professors are within the intermediate categories such as integrator and expert. Likewise, the age, sex, and academic profile variables differ in the digital pedagogy level, which produces an inconsistent relationship, with the exception of the variable evaluates and provides feedback, where it was significant.

Background: The growing importance of emotional intelligence in academic and professional contexts has generated a need to explore its linkage with psychological well-being. Furthermore, understanding how various demographic and academic factors can influence students' emotional perception and management is crucial for optimizing educational and intervention strategies. In this context, the primary purpose of this study was to analyze the existing relationship between emotional education and psychological well-being in graduate students. Methods: The objective was to conduct a comparative analysis of perceived emotional intelligence (PEI) in different study programs offered at a specific university. The methodology, framed within a positivist paradigm, was based on a quantitative approach and examines the responses of 1,522 university students using the Trait Meta-Mood Scale (TMMS-24). Results: This tool, which is divided into three dimensions (emotional attention, emotional clarity, and emotional repair), was analyzed using descriptive statistics, correlation analysis, and ANOVA tests to determine demographic and academic influences on the scores. The findings indicate deficiencies in the areas of Emotional Attention and Emotional Repair, contrasting with a marked prevalence in Emotional Clarity. Variables such as sex, age, and field of study demonstrated an influence on the dimensions of PEI. Notably, significant differences in emotional perception were found between sex and academic fields. Conclusions: Specifically, training directed towards empathy proved to be a prominent factor in the perception of emotional competencies. This study highlights the influence of demographic and academic variables on emotional competencies, underscoring the need to adapt strategies in education and therapy.

La equidad en el acceso a las oportunidades para mujeres y hombres es uno de los aspectos requeridos para mejorar los procesos de desarrollo de los profesionales. Este trabajo tiene como objetivo analizar los avances y retos de las universidades respecto a las políticas que garanticen la equidad y desarrollo profesional de sus colaboradores. Desde el análisis documental se estudia el proceso evolutivo de la legislación de Ecuador, destacando los elementos que constitucionalmente permiten la participación de la mujer en los espacios académicos durante el periodo 2008-2021; y se analiza el impacto de la pandemia por la COVID19 sobre las políticas nacionales. Entre los resultados se presenta un análisis cronológico de las políticas públicas de género que se instrumentaron en el Sistema de Educación Superior ecuatoriano para identificar los avances y tareas por cumplir. Se concluye resaltando que la presencia de la COVID19 ha limitado el avance de las políticas de equidad de género, priorizándose la prevención y conservación de la salud. En los hogares las ejecutivas, maestras y otras mujeres profesionales han visto recargadas sus agendas con los roles de madre y esposas. A ello se ha incrementado la tarea de ser maestra de sus hijos e hijas debido a la educación en línea que ha demandado mayor participación de la familia, pero que se concentra principalmente en las mujeres.

El objetivo de la investigación fue comprender el proceso de educación virtual en tiempos de pandemia de la Universidad Técnica de Manabí, desarrollada con el paradigma interpretativo, enfoque cualitativo, método fenomenológico hermenéutico. Los hallazgos ofrecen doce categorías distribuidas en tres bloques que expresan los momentos en que emerge el fenómeno. Se concluyó que la emigración de los procesos pedagógicos a los entornos virtuales altera la vida de los estudiantes, originando conductas disruptivas por la carencia de recursos tecnológicos y económicos, hecho que los desmotiva e induce a abandonar los estudios. Abstract The aim of this research was to understand the process of virtual education during the pandemic at the Technical University of Manabi (Universidad Técnica de Manabí), developed with an interpretive paradigm, qualitative approach and a hermeneutical phenomenological method. The findings offer twelve categories distributed within three sections that express the moments in which the phenomenon emerges. It was concluded that transition of pedagogical processes to virtual environments alter students’ lives, causing disruptive behavior due to the lack of technological and economic resources, a fact that discourages and induces them to abandon their studies.