Search

Currently, the study of non-cognitive variables and their effect on the academic performance of students has gained relevance. In view of that, the purpose of the present study was to analyze through structural equation modeling to what extent growth mindset, self-efficacy, and grit have direct effects on student performance. For this, an explanatory design of latent variables was followed, in which 305 university students participated, including men (41.8%) and women (58.2%), who reported an average age of 22.8 (SD = 3.5), all included due to convenience. To measure the independent variables, the ITIS (growth mindset), Grit-S (tenacity) and EPAESA (academic self-efficacy) were applied, while for the measurement of the dependent variable, the grades of the students of the two last semesters were used. Among the main findings, it is reported that growth mindset, grit, and self-efficacy have direct and significant effects on the academic performance of students. In conclusion, this set of non-cognitive variables successfully explains the academic performance of the study participants.

This research explores university educators' perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT's integration into educational settings, the study examines teachers' assignment instructions, assessments of ChatGPT's responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom's taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

The era of globalization and information and knowledge in which we find ourselves requires Higher Education to develop English-speaking proficiency in its students to adequately respond to academic and occupational challenges, taking advantage of the virtues of the variety of resources offered by technology. YouGlish is an online oral dictionary whose features can be leveraged for the development of Englishspeaking proficiency. This study aims to determine the impact of using YouGlish on English speaking proficiency in its subskills of fluency, grammatical appropriateness, pronunciation, communicative interaction, and vocabulary. The research was of quasi-experimental design and was carried out with a sample of 38 students, 19 students in the Control Group and 19 students in the Experimental Group, from a national university in Peru. For data collection, a pre-test and a post-test were applied concerning English-speaking proficiency, and a perception questionnaire on the use of YouGlish was also used. The arithmetic mean indicates that there was an improvement of 45.26 points using YouGlish when comparing the input and output tests. Thus, concluding with an increase in English-speaking proficiency among university students.

COVID-19 has adversely impacted the entire university community worldwide, including teachers, administrative staff, and students. This study analyzed the relationship between digital competencies, transformational leadership, and job performance of Peruvian university teachers. A predictive cross-sectional study was conducted with 201 teachers from a private university in Peru in three regions of the country (coast, highlands, and jungle). The Digital Competencies in Teaching (CDD), Multifactor Leadership Questionnaire (MLQ 5X Short), and the Job Performance scale were used for data collection. The samples were analyzed with structural equation modeling and an adequate fit to the data was obtained ([chi-squared] = 194.342, p < 0; [chi-squared]/df = 2.23, CFI = 0.952, TLI = 0.942, RMSEA = 0.078, SRMR = 0.061). In addition, both digital competencies ([beta] = 0.28, p < 0) and transformational leadership ([beta] = 0.76, p < 0) were found to be predictive factors of job performance. These findings provide evidence that digital competencies and transformational leadership were directly related to the job performance of university teachers during the COVID-19 pandemic. Consequently, it would be appropriate for educational leaders to consider these findings to enhance the digital competencies of teachers, promote a positive work environment, and support professional growth by stimulating motivation and job satisfaction during crisis situations.

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=0.934, k=0.392, p=0.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=0.286; p>0.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<0.05, [epsilon][superscript 2]>0.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement ([beta] = 0.447, p < 0.01) and emotional engagement ([beta] = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning ([beta] = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement ([beta] = 0.393, p < 0.05) but not by cognitive ([beta] = -0.164, p = 0.301) or emotional ([beta] = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning.

This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method's superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.

The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students' experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15-June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions' continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.

By paying attention to what Peruvian and Bolivian students in schools say about how they are seen and treated by their native-born peers, this article aims to analyze the ways in which symbolic boundaries are produced, eventually giving way to social boundaries between natives and migrants. The methodology is based on in-depth interviews with students, parents, and educators of rural and urban schools in the region of Arica y Parinacota, the northernmost region of Chile, by the borders with Peru and Bolivia. We conclude that the production of symbolic boundaries among students emerges as discourses about nationality, skin color, ethnicity, and history. Peruvian and Bolivian migrant students describe being teased by their native-born peers because of their country of origin, for being darker-skinned, for being Aymara, and for having lost the War of the Pacific (and, in the case of Bolivians, for having lost access to the coastline). Some migrant students perceive these discourses as discrimination and consider them harmful; however, many others accept them as normal school stuff -- as long as there is no physical violence. Moreover, teachers and parents do not see these interactions as problematic. The article concludes that the normalization of stigmatizing and discriminatory dynamics against migrant students complicates their inclusion in Chilean schools.

Introduction: The objective of the present study was to determine if emotional intelligence and family stress are predictors of satisfaction with studies in university students. Method: Cross-sectional predictive study with a quantitative approach. The population was made up of 414 university students of both sexes who applied the TMMS-24 Emotional Intelligence Scale by Salovey and Mayer Family Stress Scale, the original version of Olson, and the Brief Satisfaction with Studies EBSE scale. Results: When performing statistical processing, it was evident that family stress has a standardized beta coefficient [beta] = -0.116; p < 0.05 indicates a low, statistically significant, indirect prediction. In other words, the greater the family stress, the lower the satisfaction with studies. In the same way, the standardized beta coefficient that represents the prediction of emotional intelligence on satisfaction with studies, which was [beta] = 0.470; p < 0.05, showed a direct, moderate, and statistically significant predictive value. Discussion and Conclusions: The results establish that emotional intelligence and family stress predict satisfaction with studies. The areas that are part of emotional intelligence, such as perception, understanding, and regulation, are related to family stress levels, and these influence the degree of satisfaction with studies. The greater the emotional intelligence, the greater the satisfaction with studies and different life stages.

Introduction: COVID-19 changed the traditional way of educating, confining students to their homes and favoring the excessive use of technology and entertainment such as video games. Precisely, the excessive consumption of the latter altered the behavior of adolescents and increased their levels of aggressiveness. The present study analyzed dependence on video games as a predictor of aggression in adolescents from Eastern Lima during confinement by COVID-19. Method: The study was non-experimental, with a predictive scope, quantitative approach, and cross-section. The sample consisted of 430 high school students from 11 to 17 years old who belonged to educational institutions in Eastern Lima, to whom the Test of Dependence of Videogames (TDV) and the Aggression Questionnaire were applied. Results: The results showed a significant correlation between the variables (r= 0.360**; p= 0.000), which showed that addiction to video games predicts aggressiveness by up to 13 % (R= 0.360; R[superscript 2] = 0.130). Discussion or Conclusion: There is a highly positive potentiation between the variables; therefore, the greater the dependence on video games, the greater the aggressiveness in adolescents. This is due to the high levels of violence in the most popular video games that trigger impulse control, especially in men, who have higher levels of dependence on video games than women.

This pilot study adds to the understanding of interventions to manage acculturative stress experienced during undergraduate study abroad programs. It was designed to evaluate the impact of cognitive behavioral strategy training combined with intentional practice during mixed reality (MR) simulations on acculturative stress. Participants included a convenience sample of undergraduate nursing students enrolled in a faculty-led study abroad course. Students participated in two MR simulations within a virtual environment over back-to-back days. Simulations were written by nursing faculty experts to reproduce realistic clinical situations students may encounter while studying in Peru. The Generalized Self-Efficacy Scale, State-Trait Anxiety Inventory, and Slater-Usoh-Steed questionnaire were administered. Quantitative biometric indices assessed during simulations included estimates of heart rate, blood pressure, respiratory rate, oxygen saturation and alterations in sweat gland activity reflective of changes in emotional state (galvanic skin response). There were changes in biometric indices within each simulation, but indices were not different between pre- and post- cognitive behavioral strategy training. Intentional reflective writing before, during, and after the study abroad program demonstrated an iterative cycle of reflection on action and mindfulness. These qualitative data suggest that pre-departure cognitive based behavior stress management strategies paired with simulated practice prior to departure may be one way to help nursing students deal with acculturative stress during study abroad experiences.

I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of the candidates who presented at the event. Findings highlight the importance of viewing racialized discourse as contextualized social practices, as candidate perceptions of their indigenous students were reflected in interviews with school directors, promotional materials from the host university, and host family members. I argue that interlocutors in positions of power, such as teacher educators, must combat their own perceptions of racialized discourses as "ingrained" in white individuals from the United States and pay closer attention to the ideologies and practices these individuals might face while in culturally diverse environments.

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument ([alpha]=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.

The use of video games has increased exponentially worldwide, mainly among the youth population. The main objective of this article is to evaluate the consumption habits and motivations of engineering students to play video games. To this end, an instrument to measure the use of video games and a scale of motivations were administered to 633 students enrolled in different academic engineering programs at a Peruvian public university. It was found that 91.3% of students play video games, compared to 8.7% who have never played them; it was also found that their use is greater among male students (95%) than among female students (73.4%). Likewise, it was found that these students prefer strategy video games, and that they mostly play them for escape and entertainment, and for socioemotional activation. It is concluded that consumption habits and motivations are related, since the greater the consumption of video games, the greater the motivation is for young people to play them.

The aim of this research was to determinate the relationship between formative research and the achievement of skills based on undergraduate theses in university higher education, considering three dimensions: student perception in the investigative endeavor, the role of the instructor and the institutional support in the process of building research skills. The methodology corresponds to a quantitative approach, and a survey technique was applied. A 21-item questionnaire card was designed, with a Likert scale that ranged from 1 to 5 for the formative research variable, and 30-item card with a Likert scale from 0 to 4 for the attainment of skills based on the thesis review. The instrument was validated by expert opinion, reaching an average of 85%. The reliability of the questionnaires was 0.92 and 0.95, respectively, according to the Cronbach's alpha method. The population consisted of 1448 theses published in the institutional repository from 2016 to 2020, and the sample was made up of 110 theses from 11 colleges, with a 95% level of confidence. The results indicate that the perception of the achievement of research skills, instructor support during the research process and institutional support are "positive"; likewise, review of the theses reached a "successful" level. It is concluded that there is a direct relationship between formative research and the achievement of competences.

The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r[greater than or equal to]0.700, p=0.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.

Businesses generate employment and are recognised as catalysts for the economy. A person who creates and manages a business is an entrepreneur and in a continually changing and complex environment, people capable of creative and innovative thinking will tend to become more entrepreneurial. Running a business successfully requires skills and knowledge, and universities are centres where students can acquire the knowledge and skills that enable them to become entrepreneurs. The purpose of this research was to determine the effect of attitude (ATT), subjective norms (SN), and perceived behavioural control (PBC) on the entrepreneurial intention (IE) of Peruvian university students enrolled during the period 2019-2020 and pursuing a variety of career paths. This study is quantitative, cross-sectional, and causal. The sample involved 642 students. The Theory of Planned Behaviour (TPB) is used to explain entrepreneurial intention. Confirmatory factor analysis (CFA) was employed for data analysis. The findings show that subjective norms and perceived behavioural control have a positive effect on entrepreneurial intention. Accordingly, it is suggested that the structure of academic programmes be improved to enhance the competencies and skills of future job creators.

The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil-Flores, De Besa-Gutierrez & Garzón-Umerenkova, 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara, Villegas & Centeno, 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of "entertainment" and "virtual community" with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.

Formative research generates different perceptions in undergraduate students, and in order to know more about them, 80 were surveyed, and 12 Communication Science students were interviewed at a national university in Lima (Peru). The results evidence that they conceive of it as: training to conduct scientific research, curricular or extracurricular activities as part of or for scientific research, preparation for conducting research work for graduation or obtaining a qualification, the development of competences for researching in the profession, an instructional strategy to develop research competences, and a strengthening of the research culture, among others. But beyond these varied concepts, the estimation of the majority emerges that formative research has been neglected by the university, thus becoming a challenge to optimize professional training, requiring qualified instructors with pertinent instructional methods, as well as an updated curriculum, which strengthens the research culture, responding to social demands and ensuring resources for the development of research competences.

The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities in the Arequipa region of Peru. The methodology used was developed in two stages; in the first stage, an Exploratory Factor Analysis (EFA) was performed, which enabled us to compare the initial results from the theoretical matrix proposed with the observed matrix; in the following stage, a Confirmatory Factor Analysis (CFA) was performed, as an analytic condition for the factors and to determine the robustness of the proposed model. For this purpose, the Structural Equation Modeling (PLS-SEM) was used, based on partial minimum squares. The sample for the study was made up by 252 students. It is concluded that there are significant influential relationships among the variables observed, such as the individual impact of e-learning, depression, mediated by psychological distress and anxiety for fear of failing the academic year.

Instructional methods have an impact on the learning process and the quality of educational services aimed at accomplishing learning objectives. The purpose of this paper is to examine the most preferred instructional methods during emergency online teaching used by instructors. The data was collected through semi-structured interviews with 36 full-time and part-time faculty members belonging to an accredited Hispanic business school. The results showed that faculty used many different instructional methods during synchronous and asynchronous sessions. Similarly, there is a relationship between the professors' academic areas and the instructional methods used. Based on these results, this study proposes a reference model of instructional methods for higher education based on professors' experiences during emergency online teaching that includes five categories: group methods, active methods to contribute to the development of competencies, methods to ascertain prior knowledge, methods that promote understanding through the organization of information and methods that use digital tools. The originality of the study lies in the fact that it analyzes the migration experience from in-person to online teaching at an accredited Hispanic business institution.

The repercussions of the coronavirus disease (COVID-19) have generated effects on the working modality of teachers, in whom it is convenient to study variables associated with well-being. The objective with this research was to determine whether social support at work and workload predict satisfaction with life in a sample of Peruvian teachers. The methodology was a predictive and cross-sectional study, carried out on 584 Peruvian teachers of both genders selected in a non-probabilistic way; to whom the social support scale at work, the workload scale and the life satisfaction scale were applied. The survey was carried out virtually, and descriptive statistics, Pearson's correlation coefficient and structural equation modelling (SEM) were conducted to examine the hypothetical model. In the analysis of the proposed model, an adequate fit was obtained, X[superscript 2] (116) = 435.5, p < 0.001, CFI = 0.963, RMSEA = 0.069, SRMR = 0.059. Thus, H[subscript 1] and H[subscript 2] were confirmed on the positive effect of social support at work, [beta] = 0.27, p < 0.001, and the negative effect of workload, [beta] = -0.28, p < 0.001 in satisfaction with life. Likewise, the t values of the beta regression coefficients of the predictor variables were highly significant (p < 0.01). It was concluded that social support at work and an adequate workload predict a better level of satisfaction with life in a sample of Peruvian teachers.

In the rapidly changing atmosphere of the global economy, productivity has become a very important concept for long-term economic growth, development, regional and global competitiveness, raising social living standards and increasing the level of welfare for countries. In the 21st century, when scientific knowledge, technology, innovation, R&D and entrepreneurship manifest themselves in every stage of the production process, human capital has come to the fore as an important and determining factor that increases productivity. In the current study, the effect of human capital, one of the most important outputs of education, on country productivity was analyzed for 24 developing countries, including Turkey, which are in the upper middle income group. In the application part, a panel data set was created for the 24 countries included in the study with the series obtained from the database of PWT10.0 for the period of 1980-2019. The Human Capital Index was used to reveal the human capital status of the countries included in the analysis and the Total Factor Productivity Index was used to reveal the productivity status. The Granger Panel Causality Test was employed to determine whether there is a short-term relationship and the Westerlund Panel Cointegration Test was employed to determine whether there is a long-term relationship between the two variables. As a result of a bilateral causality relationship was found between human capital and productivity in the short-term and a cointegration relationship in the long-term. The study is important and different from other studies in that it focuses on the concepts of human capital and productivity, which have a very limited place in the education literature, although they are directly related to education, and it is grounded on an interdisciplinary approach (bringing together education, sociology and econometrics).

The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.

Standardised International Large-Scale Assessments (ILSAs) have gained prominence in global and national educational discussions. ILSAs claim to offer valuable insights for improving education systems, but their impact on educational policy varies and has become a contested arena. This article analyses how these assessments fed educational policymaking in six Latin American countries based on a review of policy documents; the article advances three theses on how ILSAs are used by policymakers: First, there is a tokenistic usage of ILSAs; second, ILSAs must be considered more as political devices bolstering national reputation rather than studies in the academic sense; third, ILSAs can serve as leverage tools that can be mobilised for broader political ends. The study shows that the promises, designs and reporting of ILSAs are not necessarily aligned, that participation in ILSAs has become a symbolic gesture, and that ILSAs' data are often cherry-picked to support pre-existing diagnoses and policy agendas.

This article is based on a team ethnographic study in the province of Yauyos in the Peruvian Andes. It focuses on rural education and the inequalities surrounding it. Teachers and parents exchange mutual recriminations as they seek to explain why some children have greater difficulties than others and why urban schools achieve superior results as shown in tests and verified in popular imaginaries. We examine two arenas where cultural misreadings, compensatory mechanisms and children's agency come into play. One concerns verbal expression and classroom participation. The other concerns extracurricular mutual support networks and complements, from homework help to exposure to urban settings. Parents, teachers, and children all shared aspirations for children's academic success. How that can be achieved, against high odds, is a source of tensions that the research documented and is the subject of ongoing debate in the Peruvian education sector.

In this article, we explore whether the evaluation instruments used in the teacher selection process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers and test their relationship with Peru's results of two rounds of the teacher evaluation (i.e., a centralized national stage and a decentralized stage performed at the school level). Our findings indicate that among the instruments that comprise the national stage of the process, the logical reasoning and curricular and pedagogical knowledge subtests have the strongest relationship with the TVA measure, while the weakest relationship is found with the reading comprehension component. Also, we find that the weighted aggregate score has a higher relationship with estimated TVA than the specific subtests. At the school-level stage, we find no significant relationships with our measures of TVA for math, as well as a nonrobust relationship for the classroom observation and interview evaluation instruments for reading. Moreover, we find relationships between our TVA measure and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts. These results provide lessons for the design and implementation of evaluation instruments in teacher hiring processes around the world.

Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.

Within the field of social reintegration and re-education, this paper presents an educational experience carried out at the Iquitos Penitentiary Center, Lima, Peru, with the aim of providing an introduction to informatics to 25 inmates who volunteered to take part in the project. Twenty students and a teacher from the Scientific University of the South also in Peru, were responsible for initiating the transmission of knowledge from the university to inmates, with the collaboration and participation of the penitentiary coordinator. The main objectives of the case study were to validate both the suitability of the CS unplugged proposal and the adaptability of the L2T2L pedagogic strategy to the transmission of knowledge to adults, specifically penitentiary inmates. This strategy had been originally designed to transmit informatics knowledge from university to primary school. The validity and effectiveness of the experience was assessed using surveys. Results confirm that inmates achieved a good level of understanding when endeavoring to resolve most of the CS unplugged assignments designed for them. It was also seen that L2T2L is adaptable and valid for different scenarios other than those for which it was initially designed. Indeed, it was proven to be valid for transmitting knowledge to the prison population. Finally, it should be pointed out that the experience is easily replicable and that it brings an opportunity to introduce informatics into education programs in prisons, something which can contribute enormously to social reintegration and re-education, facilitating the subsequent reentry of inmates into the community once their period of imprisonment has ended.

Purpose: Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru. Design/methodology/approach: The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis. Findings: The study found that a clear course structure, adequate research methods literature, good advisor-student communication and goal planning and achievement were the key determinants of the students' final grades. Originality/value: This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

Engineering students enter a challenging sector in higher education and are potentially at risk of poor mental health and or mental wellbeing and less likely to seek help when experiencing poor mental health or wellbeing. We carried out a scoping review using Joanna Briggs Institute scoping review methodology. Ten databases were searched over a three-year period. Searches identified 191 sources of evidence after title screening and 33 sources of evidence were included for final extraction following full-text screening. Included studies represented over 4000 engineering students from 10 countries. Studies were mostly pilots, suggesting a lack of diverse research methods in the existing research base. Studies also varied in approaches to reporting. Interventions included training, relaxation, technology use, alternative teaching models, support services and a study break with a range of outcome measures used to evaluate intervention effects. Study results indicated reduced stress and anxiety, improved academic achievement, improved communication, motivation, physiological responses, attitude, and increased physical activity, health awareness, and confidence. Mindfulness activities appear to be helpful to engineering students. The review mapped interventions to support mental health and wellbeing in engineering students but identified a need for further high-quality robust studies that are transparently reported using reporting guidelines.

Based on the concept of Communities of Practice (CoP), this study describes the design and implementation of an online academic conference, Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) 2021, as a backdrop for exploring how to effectively promote the development of academic citizenship within the PPTELL CoP. To address this, we propose a framework focusing on four interrelated and interdependent dimensions: ubiquitous technologies, social practice, knowledge building, and academic citizenship. The conference utilized Zoom, Second Life, Slido, and several social media apps for various sessions and activities. A triangulation design was employed to analyze data from a post-conference online survey and observation notes. Our findings highlighted the effectiveness of the design in fostering academic citizenship, supported by multiuser virtual worlds like Second Life that enabled social engagement and knowledge building. We also discuss potential solutions to the challenges encountered, taking into account the nature of academic and higher education environments today.

Irrational beliefs (IB) are irrational thinking patterns that limit the interpretation of situations and generate difficulties in daily life. Although there are several instruments to evaluate irrational beliefs, attention to their evaluation in adolescents has been insufficient, and possible gender and cultural differences have been overlooked. This study aims to analyze the psychometric properties of the Irrational Beliefs Scale-Adolescent Form (IBS-AF) in adolescents from Peru and Turkey aged 13 to 18 years (M = 15.1, SD = 1.17), where 52.7% were females. Two models were evaluated using confirmatory factor analysis, where the second unidimensional model of 15 items with adequate fit indices (X[superscript 2]/df = 4.79, CFI = 0.959, TLI = 0.952, SRMR = 0.065, RMSEA [95% CI] = 0.078 [0.72, 0.84]) and adequate reliability was confirmed. Factorial invariance (configural, metric, scalar, residual) was also evaluated based on country and gender, as well as differences between these categorical variables. In conclusion, IBS-AF is a consistent and reliable tool for evaluating irrational beliefs in adolescents and is equivalent in both cultural contexts and based on gender. Furthermore, significant differences favor women and Turkish adolescents in IB scores. This scale will be useful in addressing IB in adolescents and improving their psychological well-being.

Purpose: Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries. Design/methodology/approach: DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries. Findings: A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile. Originality/value: Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

The influence of the International Baccalaureate (IB) has grown impressively on a global scale. In Latin America, the IB has been mainly introduced in private schools that cater for the most affluent sectors of society and, consequently, has been mostly interpreted as contributing to processes of social reproduction and the widening of inequalities However, since the mid-2000s the IB has been promoted in state schools in countries such as Ecuador, Peru, Costa Rica and in the City of Buenos Aires in Argentina. This paper analyses the enactment of the IBDP in public schools in Costa Rica and Peru drawing on a mixed methods multiple case study. It shows how, in countries with significant socioeconomic disparities, the possibility of offering the IBDP to students at public schools was mostly justified as a matter of equity, understood as opening access to an educational programme that was only available to the most privileged sectors of society. By problematising the notions of privilege and eliteness, we discuss the complex relations between inequalities and educational opportunities and question the extent to which these programmes are affecting social structures in Costa Rica and Peru.

Artificial intelligence (AI) has been integrated into higher education (HE), offering numerous benefits and transforming teaching and learning. Since its launch, ChatGPT has become the most popular learning model among Generation Z college students in HE. This study aimed to assess the knowledge, concerns, attitudes, and ethics of using ChatGPT among Generation Z college students in HE in Peru. An online survey was administered to 201 HE students with prior experience using the ChatGPT for academic activities. Two of the six proposed hypotheses were confirmed: Perceived Ethics (B = 0.856) and Student Concerns (B = 0.802). The findings suggest that HE students' knowledge and positive attitudes toward ChatGPT do not guarantee its effective adoption and use. It is important to investigate how attitudes of optimism, skepticism, or apathy toward AI develop and how these attitudes influence the intention to use technologies such as the ChatGPT in HE settings. The dependence on ChatGPT raises ethical concerns that must be addressed with responsible use programs in HE. No sex or age differences were found in the relationship between the use of ChatGPTs and perceived ethics among HE students. However, further studies with diverse HE samples are needed to determine this relationship. To promote the ethical use of the ChatGPT in HE, institutions must develop comprehensive training programs, guidelines, and policies that address issues such as academic integrity, privacy, and misinformation. These initiatives should aim to educate students and university teachers on the responsible use of ChatGPT and other AI-based tools, fostering a culture of ethical adoption of AI to leverage its benefits and mitigate its potential risks, such as a lack of academic integrity.

Although in the educational context the virtual exchange practices have become popular since pandemic, there is a need to examine and provide more evidences and lessons learned from this kind of international experiences in order to advance in teaching on line and to train students how to be efficient when working in virtual teams. This paper studies the results of a virtual collaboration among three universities in two different countries (Peru and India). It discusses the methodologies and pedagogies of Collaborative Online International Learning (COIL) and global virtual team (GVT) and presents an instrument that was developed to understand student's needs and interests in several aspects (work in international teams, acquisition of intercultural knowledge and skills). A survey was applied to 77 students in Peru and India. The results showed the development of students' communication and collaboration skills as well as cross-cultural understanding and appreciation of other cultures. Despite the challenges that appeared during the project such as time difference, schedule, language barriers and engagement of some team members, students appreciated the opportunity to engage with peers from another country and to learn more about their culture. The COIL methodology, in contrast to GVT method, offers students more holistic and transformative learning experience supported and guided by lecturers. Trained faculty and awareness of COIL pedagogy characteristics and its implications are critical to a student's success.

Purpose: This phenomenological study, conducted within the discourse on the underrepresentation of women in academia, examined the factors influencing the advancement of women academics in science, technology, engineering, and mathematics (STEM). Design/methodology/approach: The sample comprised twenty-one women academics from both public and private universities in Peru. Data were collected through in-depth interviews based on the women's experiences and subsequently processed using Moustakas' (1994) stages for encoding, categorization, and analysis. Findings: The study introduces a conceptual framework of nine factors - personal tastes and preferences, attitudes towards science as a vocation, care work, work-life balance, congruent gender roles, occupational segregation, lack of opportunities, low salaries, and lack of gender equality policies - that impact the career progression of women in STEM fields. Originality/value: The results offer valuable insights for policymakers and academic authorities to address the barriers affecting women academics in STEM. The uniqueness of this paper lies in its investigation in Peru, a country with the highest female labor force participation in Latin America, where women constitute the majority of undergraduate program graduates.

This article explores the framing of youth and adult education (YAE) policies in two Latin American countries, namely Chile and Peru. It takes their participation in PIAAC as a contextual starting point to unravel the problems explicitly or implicitly framed in YAE policies and their root causes, as understood by key policy stakeholders. We found that policy documents specifically addressing YAE are not only scarce, but also the existing ones tend to be either too broad or too narrow in relation to how YAE is understood. The results suggest that in both countries, there exists a widespread disregard for YAE, a limited perspective on the field, and a generalised lack of funding for YAE. Under these conditions, participation in a study like PIAAC is primarily motivated by considerations unrelated to education, thus resulting in a very limited impact on YAE policy.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

In recent years, English-language voluntourism (EVT) has grown in popularity, with many conceptualizing it as a form of cultural exchange between English speaking volunteers and members of a non-English speaking host community. This article explores relationships between and within volunteers and host groups of an EVT program in Lima, Peru. Using a postcolonial analytical framework, we explore how bringing together voluntourists and members of host communities from different socioeconomic backgrounds can reinforce inequality and difference between groups, even when framed as a "cultural exchange." Presenting the idea of "worlds within worlds," we argue that EVT, and the diffusion of English as a foreign "world" language, underscore an unequal and postcolonial dynamic between actors and the "worlds" from which they originate, both internationally and intra-nationally. In this way, EVT as cultural exchange creates a microcosm for maintaining wider systemic structures and inequalities.