REDIP

Revista Digital de Investigación y Postgrado

Volume 6 núumber 11 (January-June), 2025

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REDIP, Digital Journal of Research and Postgraduate Studies, a biannual publication, Vol. 6 No. 11 January-June

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Revista Digital de Investigación y Postgrado, 6(11)

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Revista de Investigación y Postgrado

Volume 6, Number 11 (January-June), 2025

Editorial Committee

Editor-in-Chief

Omar Escalona Vivas. PhD in Educational Sciences. Institute of Higher Studies in Research and

Postgraduate: San Cristóbal, Venezuela. Email: omar.escalona@iesip.edu.ve

International Coordinators

Ronald Humberto Ordoñez Silva. PhD in Educational Sciences. International Corporation for

Knowledge Management Corpcigec, Quito, Ecuador. Email: ronald.cigec@gmail.com

Yan Carlos Ureña Villamizar. PhD in Sciences, with a Mention in Management. Dr. Rafael Be-

lloso Chacín Private University. PhD in Technology and Innovation Management. Postdoctoral

in Human Sciences, University of Zulia. Technological Institute of Antioquia, Antioquia – Colom-

bia. Email: yan.ureña@tdea.edu.co

Wit Jay Vanegas. PhD in MSc Research and Development Project Management. National Open

and Distance University. Barranquilla, Colombia. Email: wittjayvanegas001@gmail.com

Advisory Board

David Gerardo Colina Gómez. PhD in Managerial Sciences. Institute of Higher Studies in Re-

search and Postgraduate, San Cristóbal, Venezuela. Email: dagercol@gmail.com

Jonathan de Jesús Pernía Pérez. PhD in Social Sciences. Simón Rodríguez National Experi-

mental University, Venezuela, La Grita, Venezuela. Email: perniaperezjonathanjesus@gmail.com

Dilka Consuelo Chacón Hernández. PhD in Educational Sciences. Institute of Higher Studies

Editorial Commitee

Revista Digital de Investigación y Postgrado, 6(11), 9-11

Electronic ISSN: 2665-038X

in Research and Postgraduate, San Cristóbal, Venezuela. Email: chacondilka113@gmail.com

Marco José Roa Méndez. PhD in Environment and Development. Institute of Higher Studies in

Research and Postgraduate, Venezuela. Email: mendezmarcosjose@gmail.com

Lidiz Thamaira Pérez Meneses. PhD in Educational Sciences. Institute of Higher Studies in Re-

search and Postgraduate, San Cristóbal, Venezuela. Email: tamyperezmeneses@hotmail.com

Iraima Zoraida Pérez Meneses. PhD in Educational Sciences. Pedagogical Experimental Uni-

versity Libertador, Rubio, Venezuela. Email: iraimaperez@hotmail.com

Lesbia Ferrer Cayama. PhD in Educational Sciences. National Experimental University of the

Western Plains Ezequiel Zamora, Santa Bárbara, Barinas, Venezuela. Email:

lesbiaferrer68@gmail.com

Álvaro Sánchez Romero. MSc in Educational Technology Management. Carlos Vicente Rey

School, Piedecuesta, Colombia. Email: grupo.investigacion.cavirey@gmail.com

Damian Islas Mondragón. PhD in Philosophy of Science. Institute of Social Sciences, Juárez

University of the State of Durango, Mexico. Email: damianislas@ujed.mx

International Reviewers Board

Diego Fernando Coral Coral. PhD in Physics, Postdoctorate in Nanotechnology. University of

Cauca, Popayán, Cauca, Colombia. Email: dfcoral@unicauca.edu.co

Fermín Aceves de la Cruz. PhD in Physical Sciences. University of Guadalajara, Guadalajara,

Mexico. Email: fermin.adelacruz@academicos.udg.mx

Mauricio Gerardo Duque Villalba. PhD in Educational Sciences. Nicolás Buenaventura District

Educational Institution, Santa Marta, Colombia. Email: mageduvi@hotmail.com

Cristóbal E. Vega G. PhD in Statistics and Operations Research. University of Carabobo, Valencia,

Carabobo, Venezuela. Email: cvega@uc.edu.ve

Gerardo Fabian Goya. PhD in Physics. University of Zaragoza, Institute of Nanoscience of Ara-

gon, Zaragoza, Spain. Email: goya@unizar.es

Gerson José Márquez. PhD in Condensed Matter Physics. Technological University of Peru,

Arequipa, Peru. Email: gmarquez@utp.edu.pe

José Rafael Prado Pérez. PhD in Education with a Mention in Curriculum. University of Los

Andes, Mérida, Venezuela. Email: jrpp@ula.ve

Editorial Commitee

Otilio Arturo Acevedo Sandoval. PhD in Biological Sciences and PhD in Chemical Sciences.

Autonomous University of the State of Hidalgo: Pachuca de Soto, Hidalgo, Mexico. Email: ace-

vedo@uaeh.edu.mx

Rosmary Guillén Guillén. Master in Physics and Physical Technologies. Technological University

of Peru, Arequipa, Peru. Email: c21372@utp.edu.pe

José Armando Santiago Rivera. PhD in Educational Sciences. University of Los Andes, San Cris-

tóbal, Táchira, Venezuela. Email: asantia@ula.ve

Juan José Milón Guzman. PhD in Mechanical Engineering. Technological University of Peru,

Arequipa, Peru. Email: jmilon@utp.edu.pe

Jesús Tanori Quintana. PhD in Social Sciences. Sonora Institute of Technology, Obregón, Sonora,

Mexico. Email: jesus.tanori@itson.edu.mx

Publisher Institutional Unity

Coordination

Oscar Enrique Cárdenas Duarte. PhD in Educational Sciences. Institute of Higher Studies in

Research and Postgraduate, Venezuela. Email: oscarduarte@iesip.edu.ve

Technical Council

Marcos José Roa Méndez. PhD in Environment and Development. Institute of Higher Studies

in Research and Postgraduate, Venezuela. Email: mendezmarcosjose@gmail.com

Lira Soledad Roa Méndez. PhD in Social Sciences. Institute of Higher Studies in Research and

Postgraduate, Venezuela. Email: lyrasoledad@gmail.com

Translator

Ronald Humberto Ordoñez Silva. PhD in Educational Sciences. International Corporation for

Knowledge Management (Corpcigec), Quito, Ecuador. Email: ronald.cigec@gmail.com

Technical Management

Yossella Valdez. Systems Engineer. Email: yosella.valdez@iesip.edu.ve

Ysabel Sánchez. Systems Engineer. Email: ysabel.sanchez@iesip.edu.ve

Editorial Commitee

Revista Digital de Investigación y Postgrado, 6(11), 9-11

Electronic ISSN: 2665-038X

Indexations

Revista Digital de Investigación y Postgrado, 6(11), 13-17

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Indexations

Our journal is indexed in the following Databases and scientific information systems:

Selective International Databases

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Open Access Index

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Selective Periodical Libraries

Publishers Copyright Policies and Self-Archiving

International Library Catalogs

Indexations

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16 Indexations

Firmantes de

Indexations

Revista Digital de Investigación y Postgrado, 6(11), 13-17

Electronic ISSN: 2665-038X

Editorial

Innovative reflections on education and society in the 21st century

In this special edition of our journal, we present a diverse and enriching collection of research

aimed at addressing the complex challenges faced by the contemporary educational and social

landscape. These contributions cover a broad spectrum of topics from multidisciplinary pers-

pectives, interweaving theories, practices, and critical reflections that encourage the rethinking

of traditional paradigms. Readers will find in these pages a blend of transformative knowledge

that undoubtedly contributes to generating innovative ideas and practical solutions for today’s

challenges.

One of the most prominent contributions is the Axiological Theory of Open and Distance Edu-

cation, developed by researcher Jairo Gregorio Ramírez. This approach highlights the relevance

of adopting a transdisciplinary didactic methodology in university training processes, particularly

in hybrid education contexts. Ramírez argues that this model not only responds to the growing

need for flexibility and personalization in education but also promotes the integration of ethical

values and innovative technologies to enhance learning. This work emphasizes how hybrid mo-

dalities prepare students not only to face technical challenges but also to address ethical and

professional dilemmas in an increasingly globalized and interconnected world.

For her part, Natividad Bustos Rusinque invites us to reflect on the impact of experimental

spaces in university biology education. Her research demonstrates that practical activities po-

sitively affect the development of critical thinking and creativity, consolidating theoretical know-

ledge and fostering scientific curiosity among students. Through her findings, Bustos challenges

us to rethink traditional pedagogical methodologies to ensure that science learning is not only

meaningful but also transformative.

In the legal field, Adriana Lourdes Bautista Jaimes introduces a revolutionary concept: emotional

law based on justice and equity. This proposal, which combines elements of neuroscience and

jurisprudence, suggests the need to understand and regulate emotions in legal processes as a

tool for building fairer and more supportive societies. Bautista argues that empathy and proper

emotional management in the legal sphere not only transform legal dynamics but also promote

more equitable relationships among citizens.

In the technological realm, Deinny José Puche Villalobo and Savier Fernando Acosta Faneite

address key challenges related to the use of artificial intelligence in education. Puche Villalobo

examines the issue of academic fraud associated with these technologies, emphasizing the need

to implement strategies that foster integrity and authentic learning. Meanwhile, Acosta Faneite

explores the correlation between technological competencies and academic performance, high-

lighting that the effective use of these tools must be accompanied by a pedagogical approach

that prioritizes ethics and meaning in learning processes.

In the economic domain, Luis Alejandro Lobo Caicedo presents a detailed analysis of the impact

of inflation and free cash flow on business profitability, particularly in the food sector. His work

provides valuable tools for strategic planning, highlighting the need to adopt resilient mana-

Revista Digital de Investigación y Postgrado, 6(11), 19-22

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20 Éditorial

gement models that allow companies to navigate highly volatile economic contexts.

In primary education, Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel, and Lisbeth Vi-

llalobos Fernández examine how narrative texts influence students' reading comprehension.

Their findings reveal that these texts not only enrich vocabulary and foster imagination but also

promote empathy and critical thinking, making them an essential tool for the comprehensive

development of children.

In higher education, Dilia Padrón reflects on the challenges and opportunities faced by the Na-

tional Open University (UNA), emphasizing the importance of hybrid pedagogies and visionary

leadership to meet future demands. Meanwhile, Juan Acacio Rosales Vivas explores how the

integration of information and communication technologies (ICTs) into classrooms can enrich

pedagogical experiences, fostering critical and creative skills among students through digital

platforms and interactive tools.

Finally, María Auxiliadora Campos Medina takes us on an imaginary interview with Daniel Go-

leman, analyzing the transformative impact of emotional intelligence in personal and profes-

sional domains. Campos highlights how developing emotional competencies enhances

leadership, communication, and conflict resolution skills, contributing to individuals' overall well-

being.

Together, this edition of our journal offers an integral and profoundly enriching perspective for

educators, academics, and social leaders. Each article and reflection presented here not only

broadens the academic debate but also provides practical tools to address 21st-century cha-

llenges. We invite our readers to explore these pages, assured that they will find inspiring ideas

and transformative perspectives that motivate them to actively contribute to building a more

inclusive, sustainable, and emotionally intelligent future.

Dr. Omar Escalona Vivas

https://orcid.org/0000-0003-2560-0339

Editorial

Reflexiones innovadoras en la educación y la sociedad del siglo XXI

En esta edición especial de nuestra revista, presentamos un conjunto diverso y enriquecedor

de investigaciones que buscan dar respuesta a los complejos retos que enfrenta el entorno

educativo y social contemporáneo. Estas contribuciones abordan un amplio espectro de temá-

ticas desde enfoques multidisciplinarios, logrando entretejer teorías, prácticas y reflexiones crí-

ticas que invitan a repensar los paradigmas tradicionales. Los lectores encontrarán en estas

páginas una amalgama de conocimiento transformador que, sin duda, contribuirá a la gene-

ración de ideas innovadoras y soluciones aplicables a los desafíos actuales.

Uno de los aportes más destacados es la Teoría axiológica de la educación abierta y a distancia,

desarrollada por el investigador Jairo Gregorio Ramírez. Este enfoque pone de relieve la rele-

vancia de adoptar una didáctica transdisciplinaria en los procesos de formación universitaria,

especialmente en contextos de enseñanza híbrida. Ramírez argumenta que este modelo no

solo responde a la creciente necesidad de flexibilidad y personalización en la educación, sino

que también promueve la integración de valores éticos y el uso de tecnologías innovadoras

para enriquecer los aprendizajes. Este trabajo resalta cómo las modalidades híbridas no solo

preparan a los estudiantes para enfrentar desafíos técnicos, sino también para abordar dilemas

éticos y profesionales en un mundo cada vez más globalizado e interconectado.

Por su parte, Natividad Bustos Rusinque nos invita a reflexionar sobre el impacto de los espacios

experimentales en la enseñanza de la biología a nivel universitario. Su investigación demuestra

que las actividades prácticas tienen un efecto positivo en el desarrollo del pensamiento crítico

y la creatividad, consolidando los conocimientos teóricos y promoviendo la curiosidad científica

entre los estudiantes. A través de sus hallazgos, Bustos nos desafía a repensar las metodologías

pedagógicas tradicionales para garantizar que el aprendizaje en ciencias sea no solo significa-

tivo, sino también transformador.

En el ámbito jurídico, Adriana Lourdes Bautista Jaimes introduce un concepto revolucionario:

el derecho emocional basado en la justicia y la equidad. Esta propuesta, que combina elementos

de la neurociencia y la jurisprudencia, plantea la necesidad de comprender y regular las emo-

ciones en los procesos legales como una herramienta para construir sociedades más justas y

solidarias. Bautista argumenta que la empatía y el manejo adecuado de las emociones en el

ámbito jurídico no solo transforman las dinámicas legales, sino que también promueven rela-

ciones más equitativas entre los ciudadanos.

En el terreno tecnológico, Deinny José Puche Villalobo y Savier Fernando Acosta Faneite abor-

dan desafíos clave relacionados con el uso de la inteligencia artificial en la educación. Puche

Villalobo analiza el problema del fraude académico asociado a estas tecnologías, subrayando

la necesidad de implementar estrategias que fomenten la integridad y el aprendizaje auténtico.

Por su parte, Acosta Faneite explora la correlación entre las competencias tecnológicas y el de-

sempeño académico, destacando que el uso eficaz de estas herramientas debe ir acompañado

de un enfoque pedagógico que priorice la ética y el significado en los procesos de aprendi-

zaje.

Revista Digital de Investigación y Postgrado, 6(11), 21-22

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22 Editorial

En el ámbito económico, Luis Alejandro Lobo Caicedo presenta un análisis detallado sobre el

impacto de la inflación y el flujo de caja libre en la rentabilidad empresarial, particularmente en

el sector alimentario. Su trabajo ofrece valiosas herramientas para la planificación estratégica,

destacando la necesidad de adoptar modelos de gestión resilientes que permitan a las empresas

enfrentar contextos de alta volatilidad económica.

En el área de la educación primaria, Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel y

Lisbeth Villalobos Fernández examinan cómo los textos narrativos influyen en la comprensión

lectora de los estudiantes. Sus hallazgos muestran que estos textos no solo enriquecen el vo-

cabulario y fomentan la imaginación, sino que también promueven la empatía y el pensamiento

crítico, convirtiéndose en una herramienta esencial para el desarrollo integral de los niños.

En el ámbito de la educación superior, Dilia Padrón reflexiona sobre los desafíos y las oportu-

nidades que enfrenta la Universidad Nacional Abierta (UNA), destacando la importancia de las

pedagogías híbridas y el liderazgo visionario para responder a las demandas del futuro. Por

otro lado, Juan Acacio Rosales Vivas explora cómo la integración de las tecnologías de la in-

formación y la comunicación (TIC) en el aula puede enriquecer la experiencia pedagógica, fo-

mentando habilidades críticas y creativas en los estudiantes a través de plataformas digitales y

herramientas interactivas.

Finalmente, María Auxiliadora Campos Medina nos transporta a una entrevista imaginaria con

Daniel Goleman, donde analiza el impacto transformador de la inteligencia emocional en los

ámbitos personal y profesional. Campos destaca cómo el desarrollo de competencias emocio-

nales mejora la capacidad de liderazgo, comunicación y resolución de conflictos, contribuyendo

al bienestar integral de las personas.

En conjunto, esta edición de nuestra revista ofrece un panorama integral y profundamente en-

riquecedor para educadores, académicos y líderes sociales. Cada artículo y reflexión aquí pre-

sentada no solo amplía el debate académico, sino que también proporciona herramientas

prácticas para enfrentar los retos del siglo XXI. Invitamos a nuestros lectores a explorar estas

páginas con la certeza de que encontrarán ideas inspiradoras y perspectivas transformadoras

que los motivarán a contribuir activamente en la construcción de un futuro más inclusivo, sos-

tenible y emocionalmente inteligente.

Dr. Omar Escalona Vivas

https://orcid.org/0000-0003-2560-0339

Content

Editorial committee....................................................................................................................................9-11

Indexations..................................................................................................................................................13-17

Editorial........................................................................................................................................................19-26

Reseach articles........................................................................................................ 27-154

Axiological theory of open and distance education: A transdisciplinary didactic approach....27-44

Teoría axiológica de la educación abierta y a distancia: una didáctica transdisciplinaria

Jairo Gregorio Ramírez

Experimental spaces for the teaching of biology in university education................................45-57

Espacios experimentales para la enseñanza de la biología en la educación universitaria

Natividad Bustos Rusinque

Emotional law based on justice and equity: a universal alternative for conflict

resolution....................................................................................................................................................59-68

Derecho emocional basado en la justicia y equidad: una alternativa universal para

la resolución de conflictos

Adriana Lourdes Bautista Jaimes

Artificial intelligence and academic fraud in the university context....................................69-83

La inteligencia artificial y el fraude académico en el contexto universitario

Deinny José Puche Villalobo

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018.............................................85-99

Inflación, flujo de caja libre y rentabilidad en las empresas del sector de alimentos y bebidas

del municipio San Cristóbal, período 2014-2018

Luis Alejandro Lobo Caicedo

Technological competencies and the academic performance of university students......101-113

Competencias tecnológicas y el desempeño académico de los estudiantes universitarios

Savier Fernando Acosta Faneite

Integration of the use of information and communication technologies in the teaching

process ...................................................................................................................................................115-125

Integración del uso de las tecnologías de información y comunicación en el proceso

de enseñanza

Juan Acacio Rosales Vivas

Reading for understanding: The impact of narrative texts in primary education......127-141

Content

Leer para comprender: el impacto de los textos narrativos en la educación primaria

Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel and Lisbeth Villalobos Fernández

Review article.........................................................................................145-158

The NOU: Challenges and trends guiding our future...........................................................145-158

La UNA: Desafíos y tendencias que orientan nuestro futuro

Dilia Josefina Padrón Noriega

Interview................................................................................................161-164

Interview with Dr. Daniel Goleman author of the book Óptimo........................................161-164

Entrevista al Dr. Daniel Goleman autor del libro Óptimo

María Auxiliadora Campos Medina

Journal's editorial policy........................................................................165-166

Procedure for the reception, selection and evaluation of manuscripts..................167-168

24 Content

Research articles

Artículos de investigación

Revista Digital de Investigación y Postgrado, 6(11), 27-141

Electronic ISSN: 2665-038X

Revista Digital de Investigación y Postgrado, 6(11), 27-44.

Electronic ISSN: 2665-038X

Axiological theory of open and distance

education: A transdisciplinary

didactic approach

Teoría axiológica de la educación abierta y a

distancia: una didáctica transdisciplinaria

How to cite: Ramírez, J. G. (2025). Axiological theory of open and distance education: A transdisciplinary

didactic approach. Revista Digital de Investigación y Postgrado, 6(11), 27-44.https://doi.org/10.59654/

3zd2xft7

Jairo Gregorio Ramírez

https://orcid.org/0000-0002-7027-6906

Denver, Colorado / United State

Received: July / 2/ 2024 Accepted: August / 13 / 2024

https://doi.org/10.59654/3zd2xft7

* The article is derived from the Doctoral Thesis conducted at the Universidad Nacional Experimental de Los

Llanos Occidentales Ezequiel Zamora, Barinas - Venezuela.

** Doctoral Student in Education, M.Sc. in Higher Education, Universidad Nacional Experimental de Los Llanos

Occidentales Ezequiel Zamora, Barinas - Venezuela. Associate Professor of the Education Sciences Program, Uni-

versidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora, Santa Bárbara Academic Program,

Barinas - Venezuela. Contact Email: ramgregorz83@gmail.com

Jairo Gregorio Ramírez

Abstract

This article presents an axiological theory of Open and Distance Education as a transdisciplinary

didactic approach in university education, focusing on the Santa Bárbara Academic Program in

Barinas, at the National Experimental University of the Llanos "Ezequiel Zamora" (Unellez). With

a qualitative approach and a post-positivist interpretive paradigm, the phenomenological met-

hod was used to explore the subjective experiences of four participating faculty members. Con-

ducted in a b-learning modality, the research integrated Information and Communication

Technologies. In-depth interviews served as the data collection technique, and the analysis was

performed using Atlas.ti 23 software through coding and theorizing. The findings indicate that

faculty members play diverse roles and have significant, valuable experiences within the context

of Open and Distance Education.

Keywords: Axiological theory, open and distance education, transdisciplinary didactics.

Resumen

Este artículo da a conocer una teoría axiológica de la Educación Abierta y a Distancia como di-

dáctica transdisciplinaria en la formación universitaria, enfocándose en el Programa Académico

Santa Bárbara de Barinas, Universidad Nacional Experimental de los Llanos "Ezequiel Zamora"

(Unellez). Con un enfoque cualitativo y un paradigma interpretativo post-positivista, se utilizó

el método fenomenológico para explorar la experiencia subjetiva de cuatro docentes partici-

pantes. La investigación, en modalidad b-learning integró Tecnologías de Información y Co-

municación. Las entrevistas en profundidad fueron la técnica de recolección de datos, y el

análisis se llevó a cabo con el software atlas.ti 23 mediante codificación y teorización. Las con-

clusiones obtenidas indican que los docentes desempeñan roles diversos y poseen experiencias

significativas de gran valor en el contexto de la Educación Abierta y a Distancia.

Palabras clave: Teoría axiológica, educación abierta y a distancia, didáctica transdisciplinaria.

Introduction

Open and Distance Education has experienced significant growth in recent years, driven

by advancements in Information and Communication Technologies. However, despite these

technological developments, this educational modality still faces considerable challenges,

such as a lack of social interaction and student motivation. Additionally, it has traditionally

focused on knowledge transmission without sufficient emphasis on cultivating values and

social skills.

In this context, the present article aims to address the issue of insufficient attention to values in

Open and Distance Education and its impact on individual development. The purpose is to pro-

pose an axiological theory that integrates values into the educational process, promoting com-

prehensive individual development. To achieve this, a literature review is conducted along with

an empirical study analyzing the perceptions of students and teachers regarding the importance

Revista Digital de Investigación y Postgrado, 5(11), 27-44

Electronic ISSN: 2665-038X

of values in Open and Distance Education. The objective is to advance university education by

providing a solid theoretical foundation and an enriched understanding from a transdisciplinary

perspective. This approach involves tackling the complexity of modern education and promoting

a holistic approach to professional development.

Methodology

In this context, the purpose of this article is to address the problem of insufficient focus on

values in Open and Distance Education and its impact on individual development. The aim is

to present an axiological theory that integrates values into the educational process and pro-

motes comprehensive individual development. To this end, a literature review is conducted, and

an empirical study is performed to analyze students' and teachers' perceptions of the impor-

tance of values in Open and Distance Education. The objective is to advance higher education

by providing a solid theoretical foundation and a rich understanding from a transdisciplinary

perspective. This approach involves addressing the complexities of modern education and pro-

moting a holistic approach to professional training.

This study examines reality within its natural context, capturing and interpreting phenomena as

they unfold from the perspectives of those involved (Blasco & Pérez, 2007, p. 25). Adopting a

holistic view of the environment and social actors, individuals, environments, and groups are

seen as an interconnected whole. Participants were analyzed in the context of their past expe-

riences and current situations. A post-positivist paradigm was chosen for its emphasis on sub-

jective interpretation, acknowledging the influence of personal perceptions, attitudes, and

well-established scientific theories. This paradigm is inductive and dynamic, presenting a human-

centered, holistic approach that adapts to the needs of the research process.

The phenomenological method was selected to explore “the essential meaning of phenomena,

including their significance and relevance” (Van Manen, 2003, p. 48). This method allowed the

researcher to deeply examine the underlying motivations of events while acknowledging the

dynamic and interactive nature of reality. Each participant was viewed as a communicator who

shared meanings, and the researcher engaged in bidirectional communication. Individuals sha-

ped their understanding of the situation by analyzing and valuing reality in a comprehensive,

descriptive-analytical manner.

The primary data source comprised four key informants who participated voluntarily, contribu-

ting specific characteristics to the study. The research setting was the National Experimental

University of the Western Plains "Ezequiel Zamora" (Unellez), specifically within the Santa Bárbara

Academic Program, located in Santa Bárbara, Barinas state, on the main Zamora I campus,

where Open and Distance Education is implemented using b-learning technology environments,

known as Learning-Teaching Environments (EVEA).

A question guide was developed as a thematic reference, meticulously prepared, and reviewed

to ensure that no questions could lead to responses or cause discomfort during interviews. In-

Axiological theory of open and distance education: A transdisciplinary didactic approach

30 Jairo Gregorio Ramírez

formants were selected based on specific criteria, and interviews were recorded and transcribed.

Theoretical sampling was employed to define the necessary concepts to explore in further in-

terviews. Data analysis techniques included coding, categorization, structuring, comparison,

and theorization (Martínez, 1999, 2006). Theorization was the final stage, where theory was in-

tegrated and refined (Strauss & Corbin, 2002, p. 157).

Results and Discussion

Axiological foundations of open and distance education from a transdisciplinary

and complex didactic perspective

Valuing holistic development: Education is recognized not merely as knowledge transmission

but as a means to foster the comprehensive development of students, encompassing cognitive,

emotional, social, and ethical dimensions (Dewey, 1998; Freire, 2022).

Emphasis on autonomy and responsibility: This approach promotes student autonomy in

the learning process, encouraging self-regulation, decision-making, and a sense of res-

ponsibility toward personal development and the environment (Piaget, 1987; Kohlberg,

1984).

Orientation toward meaning-making: Learning is seen as an active, constructive process, whe-

rein students build their knowledge and meaning through interaction with content, peers, and

the virtual environment. In this process, the teacher serves as a mediator in the Zone of Proximal

Development (Vygotsky, 2014; Bruner, 1966; Ausubel et al., 2012).

Inclusion and equity: This perspective values diversity and aims to ensure equal educational

opportunities for all students, considering their sociocultural contexts, needs, and individual

characteristics. ICT is a key support for self-directed learning (Ladson-Billings, 2022; Nieto,

2019).

Adaptation to the environment and global challenges: It considers the current societal challen-

ges and seeks to develop students who can understand and tackle complex issues, fostering

global awareness, collaboration, and adaptability (Zhao, 2018; Reimers, 2017).

Promoting holistic development and Hhman growth: Open and Distance Education should go

beyond the mere acquisition of technical knowledge and encourage students’ holistic develop-

ment. It is also essential to cultivate emotional, social, and ethical capacities, along with the

ability to think critically and reflect on values and life’s meaning.

Encouraging equity and inclusion: Education should transcend social inequalities, empo-

wering students to understand and transform their realities. This approach also emphasizes

the importance of active student participation and collective knowledge-building (Freire,

2022).

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Electronic ISSN: 2665-038X

Decalogue of principles for open and distance education from a transdisciplinary

and complex didactic perspective

Integration of nowledge: This principle promotes the integration of knowledge from various dis-

ciplines, recognizing that contemporary problems and challenges require multidimensional ap-

proaches (Morin, 2002; Varela et al., 1997).

Systemic approach: It begins with the understanding that reality is an interconnected system

where elements and relationships influence each other (Capra, 2008).

Critical and reflective tinking: This principle encourages the development of critical and reflective

thinking, involving the ability to question assumptions, analyze different perspectives, and eva-

luate evidence (Freire, 2004; Swartz et al., 2014).

Problem-based learning: This principle emphasizes learning through solving authentic and con-

textualized problems. Additionally, the tutor focuses on designing learning processes that allow

students to develop analytical, critical, reflective, and creative strategies, and problem-solving

skills (Barrell, 1999; Barrows, 1986, 1994, 1996).

Dialogue and collaboration: This principle seeks to create spaces for the exchange of ideas, de-

bates, and reflections, promoting diverse opinions and the collective construction of knowledge.

Collaboration between teachers and students, as well as among students, enhances the cons-

truction of meanings and co-creation of knowledge (Senge, 2010).

Awareness of complexity: This principle involves recognizing that reality is complex and consists

of multiple interconnected dimensions (Morin, 2009; Acevedo et al., 2005).

Holistic thinking: This principle aims to understand phenomena, rather than reducing them to

individual parts. It encourages the integration of knowledge from different disciplines and the

ability to establish connections for a more comprehensive, contextualized understanding of re-

ality (Boff, 2011; Maturana & Varela, 2009).

Dialogicity: This principle promotes spaces for dialogue between teachers and students, as well

as among students themselves, where ideas, reflections, and perspectives can be shared. This

enables knowledge exchange and collective construction of meaning (Freire, 2022; Maturana

& Varela, 2009).

Transversality: This principle implies transcending disciplinary boundaries and promoting the

integration of knowledge and skills from different fields (Morin, 2001).

Ethics of complexity: This principle highlights the need to consider ethical values in the educa-

tional process and decision-making. It emphasizes the importance of promoting an ethics of

solidarity, justice, and mutual respect (Morin, 2001, 2006; Boff, 1996; Niculescu, 1996).

Axiological theory of open and distance education: A transdisciplinary didactic approach

32 Jairo Gregorio Ramírez

Information and communication technologies: the key to success in open and

distance education

Among the reasons considered in this axiological theory are the following:

Information storage: ICT enables efficient management of information and its transmission from

one place to another, covering a broad range of solutions. This includes technologies for storing

and retrieving information, sending and receiving information, or processing data to generate

calculations and reports (Ortiz, 2004).

Access to education and information search: ICT breaks down geographical and temporal ba-

rriers, providing access to education for individuals who might otherwise be excluded. This is

especially relevant in rural areas, remote communities, or for those with mobility limitations. ICT

enables the delivery of educational content through online platforms, videoconferences, digital

materials, and more (Alderete et al., 2017; Márquez, 2021).

Interactivity, participation, and communication Tools: ICT offers interactive tools that foster active

student participation. Through online forums, chats, videoconferences, and collaborative plat-

forms, students can interact with peers and instructors, share ideas, debate, and collaborate on

joint projects, enriching their learning experience (Vaqueiro, 2006).

Flexibility in learning: Distance education is characterized by its flexibility, and ICT plays a vital

role in creating flexible learning environments. Students can access materials, follow courses,

and complete assignments at their own time and pace, adapting to their personal or professio-

nal responsibilities (Siemens, 2006; Correa & Juan, 2009).

Feedback and progress monitoring: ICT facilitates immediate feedback and progress tracking,

which supports continuous improvement. Through online platforms, students receive individual

feedback on assignments and evaluations, helping them identify areas for improvement and

closely track their academic progress (Biggs & Tang, 2011).

Didactic experiences in open and distance education

Educators are encouraged to reflect on their teaching experiences, and Open and Distance

Education (ODE) provides a rich landscape for this. In ODE, teachers play a fundamental role in

promoting active student participation and strengthening their professional reputation. Conse-

quently, the discussions and arguments presented in this construct reflect the sentiments, ac-

tions, and decisions drawn from the experiences of academic program colleagues where data

has been explored.

Reflecting on didactic experiences and ODE requires revisiting its concept, as it is commonly

framed in different educational levels, primarily in basic and secondary education in Venezuela.

Thus, the perspectives on teaching implicitly refer to the role of the teacher, viewed from a

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Electronic ISSN: 2665-038X

practical-reflective approach, as the teacher makes decisions on how to conceive teaching

and its use as a complex, multidimensional activity. Teaching, then, is the teacher's specific ac-

tivity, demanding an understanding of the semantic field of teaching and the educator (Ci-

fuente, 2016).

Consequently, didactic experiences hold significant value, meriting analysis within this educa-

tional modality. Various studies support the empirical findings of researchers, and this axiological

theory introduces key elements while acknowledging that others may closely relate to those

presented here. These aspects include:

Valuing experiences: This theory emphasizes the need to acknowledge and value the prior ex-

periences of both students and teachers in ODE as fundamental resources for the teaching-

learning process. It involves considering students' prior knowledge, acquired skills, and personal

experiences as starting points for constructing new knowledge, allowing students to learn flexibly

and apply knowledge in real-world contexts (Monsalve, 2011).

Active participation: In ODE, active participation of students and teachers in knowledge cons-

truction within virtual environments is essential. This requires creating spaces for interaction,

debate, reflection, and collaboration where all participants can contribute ideas, share expe-

riences, and collectively build knowledge (Patru & Khvilon, 2002). Active student participation

positively impacts their didactic experiences (Cifuentes, 2016), enhancing critical thinking and

comprehension while providing more interactive learning activities compared to lecture-based

courses. This positively influences the student experience, enabling knowledge transfer across

any course (Evanick, 2023).

Active learning, where students engage in activities and reflection, is crucial in ODE (Artino,

2007). It involves students doing tasks and contemplating their actions (Bonwell & Eison, 1991).

In ODE, students, following a constructivist learning design, tend to actively participate in various

activities like forums, chats, and teamwork, where participation is especially impactful when ac-

tivities require interactive reasoning and inquiry, such as open-ended questions and research

project design (Izadora et al., 2020).

Meaningful Learning: It is essential for didactic experiences to be meaningful to students, which

requires designing activities and resources that connect academic content with students' realities,

interests, and needs. The goal is for students to see the relevance and applicability of what they

are learning. Distance education alone does not guarantee success; “its potential depends on

how it is integrated into institutional development processes across academic, administrative,

and technological areas” (Moreno, 2012, p. 26).

Flexibility and adaptability: Recognizing the importance of designing flexible and adaptable di-

dactic experiences based on students' diverse circumstances and needs, as well as the demands

of virtual environments. Therefore, options and alternatives should be provided so students can

adapt the learning process to their own pace and style.

Axiological theory of open and distance education: A transdisciplinary didactic approach

34 Jairo Gregorio Ramírez

Learning community: Promoting online learning communities encourages interaction and co-

llaboration among students and teachers, creating virtual spaces to share ideas, discuss, work

on joint projects, and provide mutual feedback. Learning communities foster a sense of belon-

ging, social knowledge construction, and peer support. These communities incorporate suc-

cessful educational practices aimed at social and educational transformation. “Their foundation

lies in the dialogical conception of learning, where knowledge is built through shared interac-

tions” (Álvarez & Torras, 2016, p. 8).

Ethics and values: Considering the ethical dimension in didactic experiences fosters values such

as responsibility, respect, empathy, and solidarity among participants. It is crucial to establish

norms for ethical behavior and interaction in virtual environments, promoting responsible and

ethical conduct in online collaboration. This element aligns with the first construct of this axio-

logical theory.

Technology integration in open and distance education

Technology integration is a crucial aspect in today’s digital era. It offers opportunities to expand

access to education, foster active student engagement, and enrich teaching and learning pro-

cesses. Some key points to consider in this axiological theory include:

Equitable access: Technology can help overcome geographical and socioeconomic barriers by

providing educational access to people who might otherwise lack it. Open and Distance Edu-

cation allows students to access educational materials, resources, and learning opportunities

without physical restrictions. The concept of the networked society represents a new social pa-

radigm that has transformed this educational modality, enabling both educators and students

to enhance their performance and learning experiences according to their own interests through

openly accessible resources (Castells, 2004, 2009a, 2009b, 2010). These authors are essential to

understanding the role of the networked society in promoting access and equity in the digital

age.

Digital resources and tools: Technology provides a wide range of digital resources and tools that

can enrich the educational experience, including online learning platforms, multimedia materials,

interactive simulations, mobile applications, and collaboration and communication tools. Effec-

tive integration of these tools can improve the quality and variety of meaningful learning expe-

riences. Therefore, leveraging this communication potential in Open and Distance Education is

essential for providing students with enhanced learning (Coll & Monereo, 2008).

Additionally, education must advance alongside technological progress, as society has become

inherently technological, particularly in the post-digital context (De Laat & Dohn, 2019). However,

it is essential to recognize that technology can influence educational values and practices, high-

lighting the need for responsible use of technology in educational contexts.

Personalization and adaptive learning: Technology facilitates personalized learning by allowing

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students to progress at their own pace and access materials and activities tailored to their indi-

vidual needs. Adaptive learning systems use algorithms to adjust content and teaching methods

based on each student’s progress and skills.

In this regard, personalization and adaptive learning enable the adjustment of content, activities,

and resources to individual student needs and preferences, resulting in a more meaningful and

engaging learning experience. This can lead to greater motivation and commitment to the edu-

cational process, as well as improved academic performance (González et al., 2018).

It is crucial to acknowledge the vital role that educators play in addressing students' individual

needs to implement Adaptive Learning, where Big Data and Learning Analytics play a key role

(Bosco, 2019b). Currently, artificial intelligence enables personalized learning, improves evalua-

tion efficiency, and fosters innovation in research (Frackiewicz, 2023).

Personalization and adaptive learning also help identify and develop each student’s specific

skills and competencies individually. This involves adjusting the pace, difficulty level, and types

of activities according to each student’s needs and capabilities, contributing to a more effective

and meaningful learning experience. Adaptive learning is a tool for both the student and the

educator (Morillo, 2016).

Collaboration and social learning: Technology provides tools that encourage collaboration and

social learning in virtual environments. Students can interact with peers and instructors through

discussion forums, video conferences, online collaboration spaces, and educational social net-

works. This fosters the exchange of ideas, joint knowledge construction, and the development

of social skills (Wenger, 1998).

Assessment and feedback: Technology offers multiple options for assessment and feedback in

distance education. Educators can use digital platforms to administer online tests, evaluate as-

signments, and provide prompt feedback to students. Tracking and analysis tools can also be

used to collect data on student progress and performance, allowing for more effective adjus-

tments to teaching (William, 2017)

Design of activities and assessment

EThe design of activities and assessment should reflect the interrelationship and integration of

various disciplines and perspectives. It should encourage the exploration of complex problems

and the pursuit of solutions from multiple dimensions (Morin, 2000, 2020). Assessment must

be holistic, considering deep understanding, critical analysis skills, and the ability to address in-

terdisciplinary challenges. Additionally, assessment should be formative and include continuous

feedback to foster ongoing learning and improvement (Dylan & Leahy, 2015).

Similarly, activities should encourage the connection and application of knowledge and skills

from different disciplines, promoting learning transfer. Assessment should be authentic and pro-

Axiological theory of open and distance education: A transdisciplinary didactic approach

36 Jairo Gregorio Ramírez

ject-based, allowing students to demonstrate their understanding and skills in real-world con-

texts. For this reason, effective feedback and self-regulated learning are essential to support

growth and continuous improvement (Hattie, 2009). At the same time, activity and assessment

design should be comprehensive and student-centered, involving multiple intelligences and

fostering connections across disciplines to promote transdisciplinary learning (Gardner, 1995,

2000).

Development of cross-disciplinary competencies in students

From the researcher's perspective, developing cross-disciplinary competencies, such as learning

to learn, autonomy, problem-solving, and effective communication, is essential (Perrenoud,

2007a, 2007b). Equally important is the relationship between students and knowledge within

teacher training contexts, emphasizing the development of competencies like intellectual cu-

riosity, reflective practice, and openness to diverse knowledge and perspectives.

Cross-disciplinary competencies should also include fostering a well-ordered mind capable of

integrating diverse knowledge and perspectives, highlighting the importance of skills like critical

thinking, reflection, and the ability to contextualize knowledge (Morin, 2020). Pedagogical com-

petencies, such as creativity, collaboration, effective communication, and critical thinking, are

also necessary from an innovative, technology-integrated perspective (Carbonell, 2014).

Additionally, in the learning construction process, content re-elaboration mediated by the stu-

dent’s cognitive structure—essentially reconstructing content—is an important competency

(Onrubia, 2005). Another essential competency is joint activity or interactivity (Coll, 2004). Given

the dynamic nature of education in a changing and complex context, the author underscores

the development of transversal competencies such as adaptability, continuous learning, infor-

med decision-making, and uncertainty management as fundamental aspects in student forma-

tion (Fernández, 2009).

Promotion of social values and global citizenship

The researcher suggests considering two key social values, supported by several authors: (a)

Development of Digital Competencies and Digital Citizenship: Online education should address

ethical, legal, and social issues related to technology use, preparing students for responsible

and ethical participation in digital environments (Livingstone & Sefton, 2016). (b) Empowerment

and Civic Engagement through Open Education: This educational modality offers equitable ac-

cess to learning opportunities and promotes collaboration, participation, and knowledge ex-

change, thereby strengthening active citizenship and social commitment (Peters & Britez, 2015).

Teacher’s role as facilitator and guide

The role of the teacher should evolve into that of a facilitator and guide to achieve the follo-

wing:

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Promotion of autonomous learning and knowledge Construction: Teachers should act as facili-

tators, creating a safe and supportive learning environment that encourages students to explore

and discover independently, thus promoting meaningful and enduring learning. In this regard,

autonomous learning and the student’s knowledge construction are key considerations (Roger

& Freiberg, 1996).

Guidance in the learning process and development of metacognitive skills: Teachers should act

as guides, providing support and mediation to help students develop metacognitive skills like

planning, self-reflection, and self-regulation, enabling them to manage their learning effectively

(Vygotsky, 2014). Additionally, teachers may take on roles as researchers, designers of learning

spaces, and, in some cases, as tutors

Conclusions

Regarding the purpose of understanding the theoretical and praxeological foundations of Open

and Distance Education in the university context of the Unellez Santa Bárbara Academic Pro-

gram, it can be concluded that there is a solid scientific basis supporting these foundations.

This basis is continually evolving due to emerging technological advancements in education.

Such technological progress requires teachers to incorporate new tools into the teaching pro-

cess and students to adopt them to enhance their learning. During the pandemic, for instance,

the usefulness of open-access resources became evident, as well as the widespread use of plat-

forms and applications such as Zoom, Google Meet, Skype, Microsoft Teams, WhatsApp, Tele-

gram, and virtual Classroom. These tools have facilitated interaction and the learning process

in a distance education environment, allowing students to participate in online classes and ac-

cess educational resources remotely.

From a praxeological perspective, it is concluded, based on interview data, that informants re-

cognize multiple roles performed by teachers, including: (a) Designer role: Teachers must have

design skills to create instructional materials and organize the virtual environment. They should

also develop activities that encourage self-directed learning, following the constructivist ap-

proach of Open and Distance Education. (b) Facilitator role: Teachers act as facilitators of lear-

ning, promoting interaction between students and teachers, encouraging collaborative work,

and fostering active student participation in the learning process. (c) Guide role: Teachers guide

students through the learning process, providing constant feedback on their performance. Also

notable is: (d) the role of researcher: Teachers continuously seek new ways to improve the tea-

ching and learning process, adapting to students' needs. (e) Mediator role: Teachers act as me-

diators, facilitating communication between students and teachers and resolving conflicts that

may arise in the learning process. (f) Tutor role: Teachers provide individualized support to stu-

dents, guiding them in their learning journey.

Concerning didactic practices from the experiences of students and teachers associated with

Open and Distance Education within the Academic Program, Unellez Santa Bárbara, the follo-

wing significant elements are noted: (a) A multimodal education is offered because it presents

Axiological theory of open and distance education: A transdisciplinary didactic approach

38 Jairo Gregorio Ramírez

various teaching models, including distance, open, and blended approaches. These flexible mo-

dels adapt to the individual needs of students. (b) It is an inclusive education because it provides

access to education for a broad group of individuals who cannot attend educational centers in

person. Through electronic means, such as computers and the internet, participation and inte-

raction between teachers and students are facilitated.

It is also concluded that: (c) It is an interactive education that fosters interaction between stu-

dents and teachers, promoting dynamic and participatory learning. Through technological tools,

voice, image, and visual contact exchange is encouraged in class sessions. (d) It is a flexible

system that promotes ubiquity by offering flexibility in learning format, with options for blended

learning and fully online education. Students can connect and participate in the learning process

from anywhere and at any time, allowing for ubiquity in their educational experience.

In relation to the educational values in the Open and Distance Education teaching-learning

process viable for professional training in the context of higher education in the Unellez Santa

Bárbara Academic Program, it is concluded, based on interview testimonies, that this educa-

tional modality significantly fosters each participant's individual autonomy. Students have the

opportunity to take an active role in their learning process, making decisions, setting goals, and

managing their time responsibly. Moreover, this autonomy transcends the academic realm and

is reflected in all areas and dimensions of students’ lives. This approach contributes to the de-

velopment of autonomous, independent, and responsible individuals who not only excel in their

professional training but also grow as committed citizens and holistic human beings.

Similarly, it is concluded that Open and Distance Education has gained popularity in recent years

due to its flexibility and accessibility. However, for this modality to be effective, a theory that

supports its practice is necessary, one that establishes pedagogical principles and strategies to

guide its implementation. In this sense, the emerging axiological theory focuses on the com-

prehensive development of students, the promotion of ethical and social values, equity, and

adaptation to current challenges. This holistic and integrative vision is based on reflection on

the values and ethical principles that should guide the teaching-learning process. Finally, it is

emphasized that the transdisciplinary and complex perspective of this theory goes beyond

mere knowledge transfer. The importance of values and ethical principles as fundamental guides

in this process is acknowledged, promoting comprehensive education centered on the human

being and their relationship with the environment. Values such as responsibility, honesty, soli-

darity, and respect for diversity contribute to forming critical citizens committed to their su-

rroundings

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Experimental spaces for the teaching of

biology in university education

Espacios experimentales para la enseñanza de la

biología en la educación universitaria

How to cite: Bustos, R. N. (2025). Experimental spaces for the teaching of biology in university education.

Revista Digital de Investigación y Postgrado, 6(11), 45-57. https://doi.org/10.59654/7peppt81

* PhD Student in Education at the Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora

(Unellez), Barinas, Venezuela. Master of Science in Educational Sciences, specialization in University Teaching (Une-

llez). Bachelor’s Degree in Education, specialization in Biology and Chemistry, from the Universidad de los Andes

(ULA), Táchira, Venezuela. Bachelor’s Degree in Education, specialization in Mathematics (Unellez). Instructor in

the Educational Sciences Program at the Extension El Nula de Unellez, Apure, Venezuela. Classroom Teacher at

Liceo Bolivariano "Armando Reverón", Caño Regreso, Apure, Venezuela. Contact Email: natividadbustosrusin-

que21@gmail.com

Received: September / 6 / 2024 Accepted October / 23 / 2024

Natividad Bustos Rusinque

https://orcid.org/0000-0003-2719-9163

El Nula, Apure state / Venezuela

https://doi.org/10.59654/7peppt81

46 Natividad Bustos Rusinque

Abstract

The study presents an analysis of the importance of experimental spaces in the teaching of bio-

logy in university classrooms, specifically in the Bachelor's Degree in Education, Biology emphasis,

and Animal Production Engineering. The methodology used was quantitative in nature, with a

descriptive type of research and a non-experimental cross-sectional design, involving a popula-

tion of twenty (20) students. The technique employed was a survey, complemented by observa-

tion. The results revealed weaknesses in practical biology activities, particularly in field trips and

experimental work. These findings suggested responses to real challenges in the biological field,

through the development of skills using tactical elements that foster abilities in thinking, obser-

vation, analysis, integration, organization, creativity, decision-making, problem-solving, reflection,

and evaluation. This was achieved through the planning of objectives, practical exercises, fami-

liarization with phenomena, illustrative activities, concept learning, and research.

Keywords: Biology didactics, university education, experimental spaces, fieldwork, biology teaching.

Resumen

El estudio presenta un análisis sobre la importancia de los espacios experimentales en la ense-

ñanza de la biología en las aulas universitarias, específicamente en la Licenciatura en Educación

mención Biología e Ingeniería en Producción Animal. La metodología utilizada fue de enfoque

cuantitativo, con una investigación de tipo descriptiva y un diseño no experimental de tipo

transversal, en una población de veinte (20) estudiantes. La técnica empleada fue una encuesta,

complementada con observación. Los resultados revelaron debilidades en la actividad práctica

de biología, especialmente en las salidas de campo y el trabajo experimental. Estos hallazgos

permitieron sugerir respuestas a los desafíos reales del campo biológico, a través del desarrollo

de destrezas con elementos tácticos que fomenten habilidades de pensamiento, observación,

análisis, integración, organización, creatividad, toma de decisiones, resolución de problemas,

reflexión y evaluación, mediante la planeación de objetivos, ejercicios prácticos, familiarización

con fenómenos, actividades ilustrativas, aprendizaje de conceptos e investigaciones.

Palabras clave: Didáctica de la biología, educación universitaria, espacios experimentales, trabajos

de campo, enseñanza de la biología.

Introduction

University processes have evolved in response to emerging expectations and needs over time,

adapting their methodologies to the changes that arise. A clear example of this evolution is

biology, whose development has been significant since its popularization in the 19th century.

The term "biology" was promoted by the French naturalist Jean-Baptiste Lamarck, who sought

to integrate various disciplines related to the study of life forms. However, the foundations of

biology date back to Aristotle's era, around 350 B.C., when the groundwork for studying living

organisms was already laid.

Revista Digital de Investigación y Postgrado, 6(11), 45-57

Electronic ISSN: 2665-038X

As biology is a natural science dedicated to the study of life and associated phenomena, its

teaching relies on a combination of theory and experimental applications, often materialized in

laboratory practices. This ongoing evolution in the field requires constant adaptation of edu-

cational strategies to keep pace with scientific and technological advancements. Thus, the need

to reconceptualize pedagogical methodologies in biology becomes essential, ensuring that

education in this science adequately reflects current developments and prepares students to

face contemporary challenges.

However, today, many universities face economic challenges that hinder the provision of suitable

laboratories and spaces for practical biology teaching. In this context, it is crucial for educators

to find ways to bring students closer to authentic scientific experiences through creative adap-

tations that simulate these learning environments. In this way, the loss of praxis in this funda-

mental area for understanding vital phenomena can be avoided.

Moreover, biology laboratories must be flexible in their use of biological materials and the ap-

plication of experimental practices. Nowadays, various accessible and recyclable resources,

adapted to the institution's environment, are employed to fulfill the empirical procedures ne-

cessary for student training. Therefore, experimental activity plays a crucial role in biology tea-

ching, providing a solid theoretical foundation while developing practical skills and abilities, as

noted by López & Tamayo (2012).

A fundamental strategy in biology, from a pedagogical perspective, is experimental work, which

becomes a key tool when teaching biology and natural sciences in general. Its importance lies

primarily in the ability to corroborate, in some cases simply and appropriately, many of the biolo-

gical phenomena studied in theory. Additionally, it allows students to approach biology not from

the abstractness of science but from a perspective focused on real and everyday experiences.

When students can engage in experimental activities, they not only confirm concepts but also

construct their knowledge through action, a process that enables them to pose problems, en-

hance qualitative analyses, formulate hypotheses, design experiments in a planned manner, in-

terpret results, rethink ideas, acquire multidisciplinary contributions in other fields of knowledge,

and preserve scientific records, among other epistemological criteria in professional training,

which they will later experience as educators if they enter the field of education, as described

by Lorenzo (2020).

From this perspective, it is essential for practices to become indispensable elements for students,

who will, in the future, become presenters of the experiences their training allowed them to live

in order to face the challenges of the professional field, promoting a deeper and more lasting

understanding of the principles. Therefore, it is established in both secondary and undergra-

duate education curricula to include theoretical and practical hours. However, this praxis implies

a symbiosis of traditional didactic models, discovery-based, and constructivist approaches, with

the latter giving it a sense of social construction, making it a flexible process in open spaces, as

Guirado (2016) states.

Experimental spaces for the teaching of biology in university education

48 Natividad Bustos Rusinque

According to Parada (2023), different paradigm shifts have promoted educational methodolo-

gies where the student is an active element with collaborative construction. The empirical pro-

cess, as part of this shift, allows for the intertwining of didactic models with relevant strategies,

aiming to achieve, at a minimum, the generic competencies of "skills that enable students to

respond to the needs of the context in which they find themselves" (Pineda, 2021, p. 10). These

are part of a compendium of didactic strategies at the upper secondary level with approaches

to reality, searching, organizing, selecting information, discovery, extrapolation, transfer, pro-

blematization, creative divergent and lateral thinking processes with collaborative work, as noted

by Caicedo et al. (2017).

It is now about approaching a space for practice from the epistemology involved in the empirical

educational function, as this is where teachers contribute to reflective action on science, from

pedagogical and meta-scientific thinking, within their role as observers, as Zorrilla et al. (2022)

indicate. This is evoked as biology graduates, who are teachers, are called to venture into diverse

spaces—natural conditions, origin, development, structure, heredity, and other aspects of plant

and animal organisms. Hence, experimental activity is an inescapable aspect, though the pro-

blems and challenges of university situations in Venezuela are numerous, including the lack of

laboratories in new areas or the need to equip existing ones:

At present, it is not a metaphor to say that the infrastructure of our universities is falling

apart, as the advanced state of deterioration and abandonment of university facilities

by the authorities is undeniable. This is to the point where even classrooms do not meet

the minimum conditions for the exercise of teaching functions (Leal, 2019, p. 1)

Considering the author's statement, it is evident that laboratories, sports facilities, cultural spaces,

and production areas, among others, require new alternatives for their use as strategies, unders-

tanding that the university faces a complexity of different approaches that are not strictly budgetary

but also involve other aspects. In this case, it is of interest to address teaching practice, where efforts

must be directed towards new experiences that require adjustments in time, resources, didactic

content, and even attitudes to give laboratories the place they demand in science learning.

In this context, the National Experimental University of the Western Plains "Ezequiel Zamora" (Une-

llez), as a university institution in the Llanos region, faces the challenge of revitalizing its learning

spaces. Although the facilities lack fully equipped laboratories, the Education degree with a mention

in Biology and the Animal Production Engineering program offer a variety of subprojects covering

key areas of biology, such as general biology, ecology, biochemistry, genetics, microbiology, cell

biology, plant biology, biotechnology, and animal biology.

These subprojects integrate both theoretical and practical content and represent a valuable expe-

riential alternative for experimental learning. Despite current limitations, these efforts seek to make

the most of available resources, adapting teaching methodologies to provide enriching experiences

that compensate for the infrastructure and resource deficit and adequately prepare students to

face challenges in the field of biology.

Revista Digital de Investigación y Postgrado, 6(11), 45-57

Electronic ISSN: 2665-038X

This article focuses on analyzing the importance of experimental spaces for teaching biology in

university classrooms and the strategic direction that can be given through contextualized modules,

as key elements in the educational field where there is a lack of laboratories. First, experimental

spaces are highlighted as places dedicated to activities involving objects and phenomena, based

on didactic dimensions, functioning, and indispensable resources. The foundation is based on the

existence of curricula with biological subprojects in the Biology Education and Animal Production

Engineering programs, where a lack of praxis is anticipated.

Secondly, the study of biology is addressed as a conceptual and empirical component that deals

with living organisms and their characteristics, through experimental work involving elements such

as objectives, exercises, familiarity with phenomena, illustrative activities, learning concepts, and in-

vestigations, as adapted from Leite and Figueroa’s (2004) classification. They emphasize the acces-

sibility of understanding theoretical explanations through practical work and the increasingly

prominent presence of such work in university classrooms.

Finally, the need for teachers to adopt routes for experimentation is discussed. This can be achieved

through the development of modules that can be used as experimental spaces, thus expanding

the range of flexible options available in biology. “It is essential to conceive educational activities

that are attractive and challenging for students” (Puche, 2024, p. 7). This is all grounded in opera-

tional work with dimensions quantified and reinforced by observation as a means to highlight stu-

dent experiences in university classrooms, within the framework of discussion and result analysis.

Methodology

The research adopts a quantitative approach, in line with Hernández et al. (2014), using nume-

rical and graphical measures to analyze relevant variables. This is a field study based on data

collected directly from the real-world environment and is descriptive in nature, providing detai-

led interpretations of the observed phenomenon, according to Palella & Martins (2012). The

methodological design is non-experimental, as per Hernández & Mendoza (2018), which means

the objective is to analyze the state of a variable through description; it is also cross-sectional,

allowing for the observation of phenomena in their natural context: Unellez, El Nula Extension,

and the collection of data at a single point in time.

The census sample consists of 20 students from the Animal Production Engineering program

and the Biology specialization in the Education degree, representing areas of biology with ex-

perimental activity. Data collection was carried out using a structured questionnaire with 25

items, focusing on variables such as experimental spaces and aspects of experimental work in

biology. The questionnaire covers didactic, functional, and resource dimensions, with closed-

ended questions for precise and detailed evaluation.

From the perspective outlined above, validation was carried out through content expert judg-

ment. This means the measurement instrument designed for information collection was sub-

mitted for consideration and analysis by three experts with knowledge in the area of study and

Experimental spaces for the teaching of biology in university education

50 Natividad Bustos Rusinque

research methodology, to assess criteria such as relevance, coherence, clarity, dimension, and in-

dicators, as well as proper wording.

It is important to highlight the use of processing techniques for information analysis at its initial lo-

gical stage, with bibliographic reviews of previous research related to the studied dimensions. The

methodological phase allowed the structuring of the instrument to operate in terms of organizing,

tabulating, and analyzing the data obtained through descriptive statistics. Therefore, the significance

of experimental spaces is addressed by the logical connection found between the reality in university

classrooms and the theoretical structures presented by some authors, alongside the empirical need

in biology teaching.

Results

The following tables present the results of the dimensions and indicators in frequencies, per-

centages, and interpretations according to the emphasis of the structured items in the survey.

Table 1

Didactic dimension.

Source: Developed by the author (2024). Note: Information from the instrument applied to students.

The data in Table 1 shows significant variability in students' perceptions of the didactic dimension

of their education. In terms of “strategy,” only 40% of students believe that experimentation is

used effectively in the teaching process, while 60% feel otherwise. The frequency of field trips

is even lower, with only 30% of students reporting them, compared to 70% who do not. Addi-

tionally, the promotion of experimental work is also insufficient, with 60% of negative responses

compared to 40% positive. However, 80% of students highly value the inclusion of experiential

learning, contrasting with the 20% who do not consider it relevant. Regarding strategies for ac-

quiring empirical knowledge, 55% of students acknowledge their use, while 45% do not.

In the “technique” category, only 35% of students report the inclusion of experimental activities

as part of pedagogical techniques, while 65% do not observe them. Concerning the develop-

Indicator Emphasis Yes (%) No (%)

Strategy

Use of experiments. 40 60

Presence of field trips. 30 70

Promotion of experimental work. 40 60

Consideration of experiential learning. 80 20

Strategies applied to acquire empirical knowledge. 55 45

Technique Presence of experimental activities as a pedagogical technique. 35 65

Contents Development of programmatic content in a theoretical-practical manner. 55 45

Revista Digital de Investigación y Postgrado, 6(11), 45-57

Electronic ISSN: 2665-038X

ment of “content,” 55% of students believe that it is addressed through a theoretical-practical

approach, compared to 45% who do not perceive it that way. These findings indicate an urgent

need to strengthen the integration of experimental strategies and techniques into teaching, as

well as to improve the implementation of experiential and practical activities in the curriculum.

Addressing these areas could help align teaching with students' expectations and foster more

meaningful and effective learning.

Table 2

Functionality and resources dimension

Source: Developed by the author (2024). Note: Information from the instrument applied to students.

Table 2 shows the realities of the conditions of the "functionality and resources of experimental

spaces" dimension. Regarding the "structure" indicator, 100% of students acknowledged the ab-

sence of adequate structures for experimental activities. The same occurred with the "didactic

materials" indicator, where 100% of students perceived a lack of necessary materials for con-

ducting biology practices. Additionally, 90% of students expressed the need for a physical space

and materials to conduct experiments, while 10% did not see this as necessary.

For the "human talent" indicator, 25% of students noted the presence of biology or natural

sciences specialist teachers, compared to 75% who did not observe this potential. These results

highlight a significant deficiency in human resources, which is crucial for making experimental

spaces functional. Among the few existing teachers with this specialty, 85% were positively rated

for their effectiveness in experimental activities, according to the students, while 15% lacked this

skill set in biology. As for the "financial resources" indicator, all students (100%) reported the ab-

sence of financial resources for experimental activities.

These findings reveal a lack of didactic materials, human talent, and financial resources, which

undoubtedly exceed the influence of individual teachers to resolve. However, exploring alter-

natives in different contexts is the closest approach to integrating direct contact with experi-

mentation, aiming to reconceptualize learning through solutions adapted to the institutional

context.

Indicator Emphasis Yes (%) No (%)

Structure Presence of an adequate structure for experimental activities. 0 100

Didactic

materials

Availability of necessary materials for conducting biology practices. 0 100

Need for physical space and materials to carry out experiments.. 90 10

Human

resources

Availability of specialized teachers in biology or natural sciences. 25 75

Teachers respond assertively to experimentation. 85 15

Financial

resources Availability of financial resources for experimental activities. 0 100

Experimental spaces for the teaching of biology in university education

52 Natividad Bustos Rusinque

Table 3

Experimental work dimension

Source: Developed by the author (2023). Note: Information from the instrument applied to students.

Table 3 highlights the results of the "experimental work" dimension. For the "objectives" indicator,

100% of students affirmed that experimental work contributes to achieving specific goals, de-

monstrating the connection between these practices and essential objectives guiding such ac-

tions. Following this, the "exercises" indicator showed that 90% of students believed this work

aids in the proper use of laboratory equipment, while 10% disagreed. This is directly related to

the low percentage of engagement in exercises involving phenomena, with only 40% confirming

their participation, compared to 60% who did not perceive this integration in the teaching pro-

cess.

The "familiarization with phenomena" indicator revealed that 45% of students felt familiar with

important biological phenomena, whereas 55% did not observe this practical potential. Furt-

hermore, the lack of repeated experiments to gain familiarity with these experiences is significant,

with only 35% engaging in such practices, while 65% did not. Regarding "illustrative activities,"

40% of students recognized the presence of such activities for explaining experimental work,

contrasted by 60% who did not. However, 100% of students considered these illustrative activities

as helpful in acquiring knowledge.

Concerning the "concept learning" indicator, all students (100%) acknowledged that illustrative

activities contribute to acquiring knowledge in experimental practices. Additionally, 85% viewed

this learning as a strength in building biological vocabulary, compared to 15% who disagreed.

Indicator Emphasis Yes (%) No (%)

Objectives Experimental work contributes to achieving objectives. 100 0

Exercises

The development of experimental exercises allows for understanding the

proper use of laboratory implements and equipment. 90 10

Integration of activities with the exercise of experimental work. 40 60

Familiarization

with

phenomena

Familiarization with important biological phenomena. 45 55

Replication of experiments by biologists to become familiar with their

experiences. 35 65

Illustrative

activities

Presence of illustrative activities to explain experimental work. 40 60

Illustrative activities help in acquiring knowledge. 100 0

Learning

concepts

Experimental work contributes to the significance of concepts. 100 0

Learning concepts strengthens vocabulary in biology. 85 15

Research

Experience with some experimental study of a biological phenomenon. 0 100

Research contributes to self-learning. 65 35

Conducting research as part of content development. 45 55

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Lastly, the table reflects the "research" indicator, where 100% of students admitted not conducting

biological research to resolve issues, especially in environments like the university, where there

is a shift from pedagogical to andragogical processes. Moreover, 65% of students believed re-

search contributes to self-learning, while 35% did not. This aligns with the low occurrence of

research as part of content development, with 55% acknowledging its presence and 45% affir-

ming that research plays a fundamental role in professional training.

These data reveal low levels of empirical skills, where students miss opportunities to connect

theoretical and illustrative content through problem-solving, research, and authentic inquiry.

Next, as an annex to the indicators specified above, a table is presented detailing specific mo-

dules suggested for planning experimental spaces, emphasizing contextualized approaches:

Table 4

Suggested Modules as Routes for Experimentation

Source: Developed by the author (2024).

Table 4 shows the results of suggested modules for practical activities, involving the creation of routes

that integrate natural spaces and industries processing raw materials, such as meat, dairy, water

treatment, and food production, among others. Additionally, it emphasizes the use of household or

everyday materials to represent biological processes, leveraging the resources available within the

university's institutional environment. For more complex biological processes, the need arises to co-

llaborate with other facilities, such as educational, analytical, or veterinary medicine laboratories, as

these environments are essential for developing specific content. The invitation is undoubtedly to

seek social elements to integrate into experimental activities, both within and outside the institution.

Modules Emphasis

Curriculum study for teachers to design

experimentation routes.

Identify within the curricula of the Bachelor's programs in Biology

and Animal Production Engineering the subprojects with biological

applications, so that teachers can outline viable spaces for experi-

mentation in subprojects such as General Biology, Cellular Biology,

Plant Biology, Animal Biology, Biochemistry, Ecology, Genetics, and

Microbiology.

Experimentation work in natural envi-

ronments.

Hikes, field explorations, direct observations, construction of insec-

taries or other types of biological samples.

Experimentation in local processing

companies.

Guided tours, direct observations, handling of raw material proces-

sing equipment (water, dairy, meat…), extraction of biological sam-

ples, and connection with public and private entities related to

hygiene and food handling.

Experimentation work with household

items.

Homemade experiments, direct observation of illustrations, videos,

consultations of digital materials.

Experimentation work under the mi-

croscope, in external environments. Case studies, requests for permission to access nearby environ-

ments with microscopes, direct observations in clinical and animal

medicine laboratories, collection of biological samples.

Experimental spaces for the teaching of biology in university education

54 Natividad Bustos Rusinque

Discussion

The results reveal that a significant majority of students identify weaknesses in the practical bio-

logy activities, particularly in the use of experiments, field trips, and experimental work. These

deficiencies are largely attributed to the lack of adequate infrastructure, didactic materials, re-

agents, financial resources, and specialized biology personnel. This finding underscores the de-

pendence of experimental practice on both academic infrastructure and the availability of

material and human resources, as noted by Muschietti et al. (2017).

Furthermore, the limited planning of didactic elements for biology practice reflects a deficiency

in techniques, strategies, and content. The selection of these elements should not be rigid but

adaptable based on the teacher’s knowledge, conceptions, and values, as argued by Bermúdez

& Ocelli (2020). The lack of systematic planning and adequate resources reinforces the insuffi-

ciencies observed in experimental practice. The role of the teacher involves adapting content

to the social, ecological, and cultural realities of the students, responding to an educational

context, as outlined by Aragón & Cabarcas (2023).

Experimental activity must go beyond merely transmitting curricular content for the teaching-

learning process in science due to its theoretical foundation and contribution to skill and com-

petence development, according to Gener et al. (2022). It is crucial that experimental practice is

not limited to demonstrating phenomena but rather facilitates experiences that connect concepts

to problem-solving. This involves creating new learning contexts, utilizing experiential elements,

and even digital devices to rethink experimentation through the lens of nature and society.

The factors associated with studying biology through experimental work, such as objectives,

exercises, familiarization with phenomena, illustrative activities, and concept learning, are present

but in minimal conditions. These elements should be promoted in teaching practice to strengt-

hen procedural and conceptual learning, using sensory and instructional processes to test and

contrast results. Zorrilla et al. (2022) highlight the importance of this approach in improving ex-

perimental activity.

The construction of knowledge in experimental spaces should be based on problem-posing

questions that challenge the information obtained by confronting it with prior knowledge. Re-

search suggests that this approach is key to problem-solving, allowing students to formulate

strategies and methodologies grounded in result validation and procedure reformulation, the-

reby bringing them closer to scientific practice. The teacher's proposal should involve teaching

through the representation of disciplinary content as a technique, skill, or attitude, within the

context of educational processes (Lorenzo, 2020).

Finally, considering the scenarios proposed as routes for experimentation, we can refer to Pu-

che's (2024) criteria: the inclusion of contextualized learning with content that connects with

students' realities and experiences creates a link to their immediate environment and everyday

life. This fosters a deeper and more meaningful understanding of the topics discussed.

Revista Digital de Investigación y Postgrado, 6(11), 45-57

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Conclusions

It is concluded that experimental spaces are vital because they establish a connection between

didactics, resources, and teaching plans. Therefore, in natural sciences like biology, the combi-

nation of strategies with traditional models, discovery-based learning, and constructivist ap-

proaches allows educators to explore student potential beyond the mere integration of unilateral

content.

In response to the study of biology from both a conceptual and empirical perspective, the pre-

sence of experimental spaces in university classrooms revealed that having a specialist teacher

in the area is essential. A teacher who comprehensively understands the subject matter can

clearly discern the flexibility or inflexibility of biological phenomena in contextualized spaces.

This is particularly important because complex biological processes often require specific con-

ditions for their management.

It was found that teachers strive to relate experimental pedagogies with theoretical founda-

tions. However, the lack of resources and insufficient planning systems in terms of strategies

and techniques in biological subprojects results in theory dominating over practice in the de-

velopment of programmatic content. Additionally, students have limited connection with ac-

tivities that develop skills, procedural knowledge, and conceptual learning, particularly in

relation to familiarization, illustration, and scientific methodologies when studying biological

phenomena.

In terms of establishing functional areas within experimental spaces, external vectors were map-

ped, highlighting the institution's potential through the study of modules aimed at fostering a

marked exponential curve in the acquisition of practical knowledge. There should be an inclusion

of natural and social environments to open up practices through alternative routes. The idea

stems from an invitation extended to biology teachers to make experimental spaces a corners-

tone in shaping the graduate profile.

Indeed, the importance of experimental work in the education of undergraduate students in

the Bachelor’s Degree in Education with a specialization in Biology or in Animal Production En-

gineering lies in the fact that practical activities develop skills that allow students to perceive

tactical elements that enhance their abilities in thinking, observation, analysis, integration, or-

ganization, creativity, decision-making, problem-solving, reflection, and evaluation. This makes

experimental work a necessary activity for those training to become future professionals, par-

ticularly in the educational environment, enabling them to transcend the cognitive idea of ex-

perimentation into countless other environments.

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Emotional law based on justice and equity: a

universal alternative for conflict resolution

Derecho emocional basado en la justicia y equidad:

una alternativa universal para la

resolución de conflictos

How to cite: Bautista, J. A. L. (2025). Emotional law based on justice and equity: a universal alternative

for conflict resolution. Revista Digital de Investigación y Postgrado, 6(11), 59-68. https://doi.org/

10.59654/q9xd1e75

Received: July / 5 / 2024 Accepted: August / 16 / 2024

Adriana Lourdes Bautista Jaimes

https://orcid.org/0000-0002-3142-0353

Hayward, California / United States

* Postdoctoral Scholar in Conceptual and Procedural Epistemology, Ph.D. in Law and International Relations, Ins-

tituto de Estudios Superiores de Investigación y Postgrado (IESIP-Venezuela). Technical Specialist in Criminalistics

and Criminology, IESIP-Venezuela. Master's Degree in Criminal Law and Criminology, Universidad Bicentenaria de

Aragua - Venezuela. Specialist in Human Rights, Specialist in Procedural and Human Rights, Universidad Libre,

Cúcuta Campus - Colombia. Attorney, Universidad Católica del Táchira - Venezuela. Professor at Instituto de Estu-

dios Superiores de Investigación y Postgrado, San Cristóbal. Master's Thesis Supervisor, Universidad Internacional

de la Rioja, España.Email: adrianabautistabj@gmail.com

https://doi.org/10.59654/q9xd1e75

60 Adriana Lourdes Bautista Jaimes

Abstract

This article is based on my doctoral thesis that arose as a new construct epistemic legal called

emotional law. Emotional law correlates in the base of justice and equity and is a universal alter-

native for resolving conflicts. It involves the participation of neurolaw which is rooted from neu-

roscience. The article focuses on the connection between law, reason, and emotion and how,

through justice and equity, conflicts of any nature can be prevented and resolved using empathy.

I discuss the evolution of these concepts and highlight the close link between emotion and law.

The aim is to better understand society as an emotional entity composed of human beings.

Keywords: Emotional law, justice, equity, conflict resolution, empathy, neurolaw.

Resumen

El presente artículo se origina como producto de una tesis doctoral, en la cual se generó un

nuevo constructo epistémico jurídico, denominado derecho emocional; fundamentado en la

justicia y equidad que es aplicable como medio alternativo universal para la resolución de con-

flictos; comportando la participación del neuroderecho, como raíz de la neurociencia. Por tal

motivo, desde una investigación netamente hermeneútica, se fijará posición con relación a la

conexidad entre el derecho, la razón y la emoción; y cómo con base en la justicia, equidad, se

pueden prevenir y resolver conflictos de cualquier naturaleza, aportando una forma particular

e inédita de regularlas con base en la empatía. En tal sentido, se estimará bajo un análisis cua-

litativo cómo estos conceptos han evolucionado; se establecerá que la emoción y el derecho

están estrechamente vinculados, y se interpretarán para comprender mejor a la sociedad, que

es netamente emocional por ser conformada por seres humanos.

Palabras clave: Derecho emocional, justicia, equidad, resolución de conflictos, empatía, neuroderecho.

Introduction

Daily, we observe a diversity of events across all social strata and on a global scale—from conflicts

fueled by ideologies, romantic entanglements, and addictions to various elements that, when taken

to extremes, degrade human character, such as alcohol, drugs, sex, and gambling. These are dan-

gerous behaviors that can escalate to borderline criminal acts and, in many cases, become actual

crimes. Such situations, commonly referred to as societal issues, are addressed by institutions res-

ponsible for safeguarding individual and collective rights, activating formal social control mecha-

nisms enforced by the State through competent bodies. However, the role of informal societal

regulation—through family, educators, and friends—is often overlooked, despite being the setting

where many of these conflicts arise.

This area is precisely where state public policies should focus, aiming to prevent rather than punish, by

fostering self-awareness and inner knowledge. This enables individuals to recognize and understand

themselves, to observe and appreciate their strengths as well as their weaknesses, and to acknowledge

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that their actions often have an immediate or subtly latent emotional drive. The type of emotion that

materializes in the external world will determine whether the resulting act is peaceful or contentious.

In this context, acknowledging that the participants and instigators of conflicts are ultimately people,

my epistemic-juridical construct of Emotional Law emerges. This concept proposes regulating be-

havior through empathy, aligning facts with the law, and recognizing the individuality, essential

traits, and special characteristics of each involved party, thereby offering a fair and equitable ap-

proach to resolving disputes.

Consequently, neuroscience enters the field. As a discipline studying the nervous system, neuros-

cience is vital to understanding the link between human behavior and the psyche. This is crucial for

Emotional Law, as it incorporates Neuro-Law—a branch of neuroscience that examines aspects re-

levant to judging an individual’s criminal actions. Clinical brain studies of the offender can be con-

sidered as mitigating or aggravating factors for penalties or sanctions.

Moreover, the concept of neuro-rights is essential within the framework of Neuro-Law. Neuro-rights

encompass subjective findings from cerebral observations conducted on individuals, often without

their or their guardian’s consent. Neuro-rights emerge as a mechanism for protecting human rights,

particularly in verifying crimes, where one element is the externalization of an action—a physical

manifestation of a thought carrying an emotion. Thus, no one can be found guilty or held criminally

liable based solely on their thoughts

Methodology

This article utilized the hermeneutic method applied to legal documents to analyze and unpack

their content in depth. This approach enabled not only the interpretation of legal texts but also

the derivation of various conceptual categories that provided a clearer understanding of the to-

pics addressed. Hermeneutics, as an interpretive method, focused on understanding the underl-

ying meanings within these documents, requiring a detailed process of analysis and reflection

on the context, intent, and structure of the texts.

Through this work, key categories were extracted and interpreted in light of legal principles and

the theoretical framework applied, offering a broader and deeper view of the legal implications

within the documents studied. This interpretive process allowed greater clarity regarding the

meanings and applications of legal texts, thereby enhancing the understanding of regulations

and their possible implications in various contexts.

Results

Considerations on law, reason, and emotion

Law originates from the groups and forces that operate unequally in each context; therefore, there

is a connection between the contents of legal relationships, various social relationships, and the

Emotional law based on justice and equity: a universal alternative for conflict resolution

62 Adriana Lourdes Bautista Jaimes

factors that shape them. Law consists of norms establishing duties, granting rights, and setting

the conditions for social coexistence, aiming to provide society with security, equity, justice, and

freedom.

Consequently, law, reason, and emotion share a long, complex relationship in the history of phi-

losophy and justice. This discussion suggests that the legitimacy and effectiveness of law improve

when reason and human emotion are intertwined, as these are foundational components of fair

legal systems. Some academics may apply these precepts, acknowledging or not, the importance

of addressing law, emotions, justice, equity, and conflict resolution, thereby proposing an unpre-

cedented method to regulate them based on empathy.

To understand law, it is essential to understand society, as it comprises people with emotions; thus,

law should serve as a suitable tool to regulate emotions for the common good

Statement of an empirical reality

Optional conflict resolution mechanisms involve reflection on the conflict itself, law, and emo-

tions. Their importance arises from analyzing individual behaviors within social interaction, ai-

ming to understand and interpret their actions. Humanity's inherently social nature has led to

the establishment of boundaries—both of sovereignty and individual personality traits. These

boundaries, to some extent, inspired the creation of law, as a means to regulate outward actions

with the goal of fostering harmonious and peaceful coexistence. The law offers a normative fra-

mework that can protect but also reprimand, thus providing individuals a sense of security.

Within the framework of law as a protective and regulating mechanism, it is essential that its

application aligns with the principles of justice and equity. The simultaneous application of these

principles has driven nations over time to adopt new conflict resolution forms tied to the law.

Justice can be understood as the fair distribution of what is due to each person, assigning to

each their rightful due. Based on this, it can be said that justice aims for equal distribution among

individuals of goods or property claimed as their own. However, this statement is also relative,

as it raises questions about how property rights are assigned and how to fairly distribute shared

goods, given that some may belong to the common good.

The concept of justice is among the most frequently referenced, yet it remains one of the most

complex to define, often being used lightly, irresponsibly, or analogously. Thinkers like Ross

(1997) argue that claims to justice often evoke emotional responses to unfavorable situations,

leading to both rational discourse and emotional expression.

According to Squella (2010):

Justice is often identified as the highest goal that law should achieve or at least help to

achieve. It is often said that law exists to realize justice, and whenever such a claim is

made, the focus is on the content of norms, principles, and other legal standards, rather

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than on the formal methods or procedures involved in creating and applying those

norms, principles, and standards (p. 175).

In this light, justice can be seen as an ultimate ideal and an aspiration for individuals, as it can

be valued and assessed. Therefore, applying justice as a virtue requires understanding the for-

mation of the state. Aristotle similarly referred to justice as giving each their due, aligning what

belongs to each citizen with their contributions to society, their merits, and their needs.

All such definitions pursue the common good, which is closely linked to law’s purpose of peace,

allowing societal members to resolve issues without violence. Justice is directed at providing

equal treatment, not as simple distribution of resources, but as the decision-making process

that rightfully assigns resources to individuals. Justice thus implies equity, honesty, and ethics,

leading to respect for individual rights, while also demanding respect for others' rights.

Accordingly, all are equal before the law and have the right to its protection against any discri-

mination infringing on human rights as established in relevant legal instruments.

Likewise, equity encompasses aspects of justice related to goodwill and intention. It serves as

the ethical foundation that, from a normative standpoint, should align with the principle of jus-

tice, protecting interests and meeting the needs of diverse groups, especially the less privileged

and vulnerable.

Hernández (2008) explains:

Equity is not the same as equality. Equity involves assessing inequalities through a lens of

justice. The type of assessment used has political implications in both daily decisions and

public policy. There are deep links between ethical positions and the technical develop-

ments that support policy, so technical neutrality on this matter is impossible, despite the

efforts of technicians. Furthermore, the predominant type of assessment is historically

contingent on each society (p. 73).

Ruiz (2017) adds:

Equity serves as a way to overcome the impersonality of justice without leaving the for-

mal realm of justice. It also reflects the influence of friendship within justice, even if par-

ticular motivations of friendship or love may not determine its use or exercise in every

instance (p. 175).

In this sense, justice and equity are interwoven, as justice involves establishing equity itself, giving

each person their due based on their merits, qualities, and the holistic understanding of their

emotions and feelings. Equity stems from legal determination and judgment, adjusting norms

and legal decisions to meet natural law imperatives and principles of justice, offering a sensitive

view of human reality that aligns with its roots and needs.

Emotional law based on justice and equity: a universal alternative for conflict resolution

64 Adriana Lourdes Bautista Jaimes

Therefore, equity aims to recognize equality between men and women and respect their funda-

mental rights. For this reason, it is crucial to incorporate law as a regulator of emotions in situa-

tions of contradiction, establishing a regulatory mechanism for behaviors that channels emotions

through empathy, thus offering a significant theoretical contribution to the universality of law.

Conflict resolution

Conflicts are inherent in the social factors that influence how society transforms. They arise from

the development of incompatible actions or differing emotions; they reflect an emotional state

that creates tension and frustration, arising from differences in behavior, as well as social, familial,

or personal interactions. Internationally, conflict may be inevitable, linked to the human condi-

tion; however, reality shows that coexistence is increasingly complex.

Likewise, the resolution and management of conflicts have become prominent as ways to reduce

disagreements and dissatisfaction, preventing conflicts through actions that resolve differences

while prioritizing general interests and focusing on specific situations that generate disputes.

In another sense, controversial situations have prompted actions to address problems and me-

chanisms to face them, highlighting the importance of viewing them as opportunities for lear-

ning. Conflict can be an intellectual and emotional challenge that fosters enriching experiences

and drives societal evolution, encouraging non-violent processes that promote transformation

within communities.

Achieving harmony, peace, and common good are among humanity's most vital pursuits. Ac-

cordingly, various methods for resolving conflicts and maintaining harmony—such as negotia-

tion, conciliation, mediation, and arbitration—have been established.

Conflict resolution as a key aspect in international disputes

In resolving disputes within international law, the Permanent Court of International Justice defines

a dispute as "a disagreement over a point of law or fact, a conflict of legal views or interests

between two persons." The function of international law depends on the nature of the dispute

and the parties' stance, with two main mechanisms for dispute resolution: international agree-

ments (achieved through negotiation or diplomacy) or third-party decisions that enforce inter-

national legal standards.

The United Nations Charter and international law urge states to settle disputes peacefully without

prescribing specific methods, allowing states to choose their approach. This highlights international

law's primary role as behavior-based, seeking dispute resolution through amicable methods.

While conflict resolution in international settings is broad, the essential point is that international conflicts

do exist and are resolved in accordance with international law and alternative methods. These aim to

achieve harmonious resolutions, often influenced by particular interests rather than justice and equity.

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Neuroscience as a tool for analyzing emotions

The human brain, weighing approximately 1.5 kg, contains around ten billion neurons that com-

municate via electrical impulses, triggering chemical changes that enable complex functions

such as thought, emotion, language, and behavior. Neuroscience, the scientific study of the

nervous system, examines the brain’s molecular and cellular structure, focusing on neurons res-

ponsible for synaptic transmissions.

Neuroscience origins trace back to prehistoric trepanning practices, with debates over whether

the brain or heart governed sensory, motor, and mental functions. The discovery of the nervous

system’s electrical activity in the late 18th century led to advances in neurophysiology.

Today, research continues to confirm brain plasticity, where repeated learning strengthens synap-

tic communication. According to Sinergia Medical Journal, this process helps the brain adapt

by forming new synaptic connections, enhancing neuronal transmission.

Neuro-law and its implications

The link between neuroscience and law, though nascent, has gained attention. Technologies

such as CT, PET, MRI, and MRA scans have made it possible to explore the brain extensively,

leading to the emergence of terms like neuroeconomics, neuropolitics, and neurolaw.

In 2008, Narváez (2014) defined neurolaw as “the reflection on how various aspects of unders-

tanding, producing, and applying law are affected by the empirical study of the brain as a core

element in explaining behavior.”

Neuroscience could help the legal field by determining truthfulness in human behavior; however,

its application raises concerns about potential infringements on fundamental rights like freedom,

dignity, and privacy, or the risk of suggestion-based techniques that could lead to false memories.

Thus, neuroscience continues to advance, and much remains to be understood about the brain. Within

law, neuroscience should be explored from two perspectives: first, as a way to understand human be-

havior based on the nervous system, particularly emotions, to clarify truths in legal conflicts (neurolaw);

and second, as a means of protecting the brain's integrity to safeguard inherent rights—i.e., upholding

human rights and viewing science as a revolutionary tool serving humanity (neuro-rights).

Generative product

Understanding law is part of understanding the world and the beings within it, achievable

through empathy, a capacity we should strive to possess. Consequently, I believe emotions

should also be regulated within the framework of law as an alternative and mechanism for con-

flict resolution, oriented towards justice and equity. Based on experience and research data, I

have observed that people make decisions according to their feelings, are aware of their emo-

Emotional law based on justice and equity: a universal alternative for conflict resolution

66 Adriana Lourdes Bautista Jaimes

tions, the reactions these generate, and their resulting consequences. Nevertheless, they re-

cognize that justice and equity must always be unified in conflict resolution.

Thus, grounded in the general concept of law, I propose the creation of "emotional law," which

I define as a necessary regulation of behaviors in societies, guiding humans toward the ethical,

permissible, respectable, and harmoniously desired. This framework would account for the

physiological reactions provoked by emotions when making decisions rooted in justice and

equity. Legally, emotional law could be seen as a set of fair and equitable rules designed to

analyze and protect the emotive behaviors of individuals in controversial situations, aiming to

achieve a balance between the common and individual good.

As Goleman (1996, 2001) indicates, emotional intelligence allows us to empathize, make sound

decisions, and live in harmony. Likewise, Bisquerra (2000, 2001) highlights that children should

be educated in emotions from an early age, yielding improvements not only in educational set-

tings but also personally as they develop. This inspired the idea of creating a new epistemic

legal construct, "emotional law," as a balanced regulatory framework for human conduct in

contentious situations, involving participants in judicial processes and all actors in diverse conflict

types, with the objective of reaching fair and equitable decisions.

In implementing emotional regulation in the legal realm, participants must first recognize the

importance of emotions in achieving fair and just outcomes, a concept that may seem irrational

due to the mechanical practice of law. The decision-making process can be complex, depending

on perspective. Yet, by analyzing alternative conflict resolution methods such as mediation, con-

ciliation, arbitration, and negotiation, one finds that these inherently contain elements of emo-

tion and principles of justice and equity.

Thus, as a universal alternative, emotional law could regulate the emotions of participants in

both national and international judicial processes. This could yield outcomes where parties feel

satisfied, having been acknowledged as individuals with strengths and weaknesses, virtues and

flaws, all of which influence their perspectives and desires.

This concept could prove invaluable in international law, where, by exercising the UN-granted

power of conflict resolution, states might appoint an emotional law mediator. Such a mediator,

using expertise in emotional intelligence, emotional education, and even neuroscience, could

achieve favorable, harmonious, and peaceful results for all involved parties. However, we must

acknowledge that implementation may be complex. As society evolves, new tools emerge, such

as technology, alongside enduring values like love, respect, and empathy.

Thus, the establishment of emotional law, globally implemented first empirically in academic

and judicial settings, would transform negative terms like "problems" or "conflicts" into "situa-

tions" or "issues to clarify," fostering a justice-based and empathy-grounded approach that con-

siders individual characteristics. Secondly, from necessity, humans continually seek to understand

others and themselves. From the perspective of self-knowledge, emotions can be educated and

Revista Digital de Investigación y Postgrado, 6(11), 59-68.

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Emotional law based on justice and equity: a universal alternative for conflict resolution

channeled, forming a harmonious blend of reason and heart.

Finally, by understanding that we are accountable for our actions and their outcomes, we re-

cognize that actions produce consequences that impact our surroundings, whether at a micro

or macro level. The "Empirical Theory of Emotional Law" (EDEN), which gives life to emotional

law, begins with "Experience," whereby the involved parties share their factual and legal grounds.

It integrates "Law," traditionally devoid of emotion, yet applied by emotional beings. "Empathy,"

the conscious ability to understand others' feelings, plays a role, as does "Neuroscience," analy-

zing the nervous system and applied here to neuro-law.

Conclusions

In summary, from the interactions and situations gathered by the researcher, it is reflected that if

every action generates a reaction, then every emotion, as a consequence of an external or internal

event, similarly produces a reaction. Thus, if we empathized with our fellow human beings, we could

better understand the daily challenges they face and likely act with more respect, care, tolerance,

and kindness, potentially avoiding fruitless arguments that lack peaceful outcomes between parties.

In this context, emotional law seeks to educate legal professionals, primarily to understand them-

selves and recognize their counterparts, applying the law as a norm grounded in emotional in-

telligence with a balanced approach to justice and equity. This is because, at the root of every

rational thought, there is an emotion, and professionals should be able to understand the emo-

tions experienced by the parties in a legal process—particularly if they are mediators, negotiators,

or arbitrators—in order to harmonize the situation and guide the involved actors, despite diffe-

ring views, toward a balanced resolution where both feel they have won.

This is not a sign of weakness but rather the empathy that should emerge in every human being.

It is the capacity and quality that we must possess to value others' emotions and feelings, founded

on the recognition and acceptance of each individual with their unique traits. This does not mean

always agreeing with what others say or do but reflecting on their actions, as empathy is the pri-

mary foundation for preventing violence.

Finally, based on the points presented and with an understanding of the numerous scientific stu-

dies demonstrating that emotions can be educated, that reason and heart must be in balance,

and that the law can indeed serve as an alternative for conflict resolution, a stance is established

on emotional law, grounded in the Empirical Theory of Emotional Law (EDEN).

References

Bisquerra, R. (2000). Educación emocional y bienestar. Praxis.

Bisquerra, R. (2001). ¿Qué es la educación emocional? Temáticos de la escuela Española, I (1), 7-

9. Emotional law based on justice and equity: a universal alternative for conflict resolution-

68 Adriana Lourdes Bautista Jaimes

Cisspraxis.

Ross, A. (1997). Sobre el derecho y la justicia. Editorial Universitaria de Buenos Aires.

Goleman, D. (1996). La inteligencia emocional. Javier Vergara Editor

Goleman, D. (2001). Emotional Intelligence: Issues in Paradigm Building. En Chemiss, C. y Gole-

man, D. (Eds.). The emotionally intelligent workplace. Jossey-Bass. https://www.eiconsortium.

org/pdf/emotional_intelligence_paradigm_building.pdf

Hernández, A. M. (2008). El Concepto de Equidad y el Debate sobre lo Justo en Salud. Revista

de Salud Pública, 10 (Suplemento 1), 72–82. https://revistas.unal.edu.co/index.php/revsalud-

publica/article/view/96658

Ruíz, G. I. (2017). La equidad: Una justicia más justa. Foro, nueva época, 20(2), 173-191. https://dial-

net.unirioja.es/servlet/articulo?codigo=6668853

Squella, A. (2010). Algunas concepciones de la justicia. Anales de la Cátedra Francisco Suárez,

175-216. https://doi.org/10.30827/acfs.v44i0.504

Narváez, M. (2014). Neuroderecho: en el sentido de la acción no está en el cerebro. Revista Ju-

rídica de la Universidad de Palermo, 14(1), 21-46. https://www.palermo.edu/derecho/revista_ju-

ridica/pub-14/Revista_Juridica_Ano14-N1_02.pdf

Revista Digital de Investigación y Postgrado, 6(11), 69-83

Electronic ISSN: 2665-038X

Artificial intelligence and academic

fraud in the university context

La inteligencia artificial y el fraude

académico en el contexto universitario

How to cite: Puche, V. D. J. (2025). Artificial intelligence and academic fraud in the university context.

Revista Digital de Investigación y Postgrado, 6(11), 69-83. https://doi.org/10.59654/q9xd1e75

Deinny José Puche Villalobo

https://orcid.org/0009-0003-9646-2356

Caracas / Venezuela

Received: September / 3 / 2024 Accepted: October / 23 / 2024

https://doi.org/10.59654/q9xd1e75

* Postdoctoral Scholar in Conceptual and Procedural Epistemology, Ph.D. in Law and International Relations, Ins-

tituto de Estudios Superiores de Investigación y Postgrado (IESIP-Venezuela). Technical Specialist in Criminalistics

and Criminology, IESIP-Venezuela. Master's Degree in Criminal Law and Criminology, Universidad Bicentenaria de

Aragua - Venezuela. Specialist in Human Rights, Specialist in Procedural and Human Rights, Universidad Libre,

Cúcuta Campus - Colombia. Attorney, Universidad Católica del Táchira - Venezuela. Professor at Instituto de Estu-

dios Superiores de Investigación y Postgrado, San Cristóbal. Master's Thesis Supervisor, Universidad Internacional

de la Rioja, Spain. Email: adrianabautistabj@gmail.com

70 Deinny José Puche Villalobo

Abstract

The study arises from the growing observation of the use of AI in education and the inability of

students to explain their processes, suggesting the misuse of AI in their work. The objective was

to determine the relationship between the use of AI and academic fraud in the university context.

The methodology was positivist, with a quantitative approach and correlational level. A virtual

questionnaire was used, with a reliability of 0.980 and validated by five experts, applied to a

sample of 144 faculty advisors (48 from Venezuela, 48 from Colombia, and 44 from Peru). The

results showed a Pearson correlation of 0.980 between the use of AI and academic fraud, indi-

cating a very strong positive relationship.

Keywords: artificial intelligence, academic fraud, correlation.

Resumen

El estudio surge de la observación creciente del uso de la IA en la educación y la incapacidad

de los estudiantes para explicar sus procesos, sugiriendo un uso indebido de la IA en sus tra-

bajos. El objetivo fue determinar la relación entre el uso de la IA y el fraude académico en el

contexto universitario. La metodología fue positivista, con enfoque cuantitativo y de nivel co-

rrelacional. Se utilizó un cuestionario virtual, con una confiabilidad de 0.980 y validado por

cinco expertos, aplicado a una muestra de 144 docentes tutores (48 de Venezuela, 48 de Co-

lombia y 44 de Perú). Los resultados mostraron una correlación de Pearson de 0.980 entre el

uso de la IA y el fraude académico, indicando una relación positiva muy fuerte

Palabras clave: inteligencia artificial, fraude académico, correlación.

Introduction

Artificial Intelligence (AI) is having a significant impact on education, revolutionizing academic

processes and presenting numerous advantages for both students and teachers. Its impact on

academic processes is becoming increasingly significant, offering numerous advantages and

opportunities for both students and educators.

In this regard, Jofre (2023) highlights that the importance of AI in the educational field is evident

in several aspects, as it allows teaching and learning processes to be adapted to the individual

needs of each student, offering personalized study plans and individualized feedback. Additio-

nally, it can automate administrative and repetitive tasks, freeing up time for teachers to focus

on more important aspects.

According to Granero (2021), AI systems act as intelligent tutors, providing personalized assistance

to students anytime and anywhere. At the same time, they can analyze data to identify patterns

that might indicate learning difficulties, enabling early interventions. AI systems can continuously

assess students' progress and provide detailed information to teachers and parents.

Revista Digital de Investigación y Postgrado, 6(11), 69-83

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Artificial intelligence and academic fraud in the university context

In this same context, Alonso & Quinde (2023) argue that AI can facilitate access to quality edu-

cation for students in remote areas or with limited resources, as well as promote inclusion in

the classroom by providing tools and resources that support students with special educational

needs. It also helps drive educational research and development by providing tools to analyze

large data sets and assess the effectiveness of different teaching strategies.

Considering the aforementioned points, it can be seen that the authors believe AI can foster

creativity and critical thinking in students by providing them with tools to explore ideas and

solve problems creatively. AI-driven education can help students acquire the necessary skills to

thrive in a workplace transformed by AI.

However, the indiscriminate and unconscious use of AI can lead to adverse consequences in

learning levels and intellectual production, as the responsibility of extracting information from

these programs is often delegated without analyzing or questioning its accuracy. This suggests

that while its impact on teaching and learning processes offers numerous benefits, new concerns

arise related to the potential misuse of AI for academic fraud.

In this regard, García et al. (2024) point out that one form of academic fraud involving AI includes

plagiarism, identity theft, the creation of false content, and data manipulation. This is significant,

as it undermines academic integrity, affects educational equity, hampers the assessment of real

learning, and discourages creativity and critical thinking.

According to Mayta et al. (2023), combating academic fraud in the AI era requires promoting

a culture of academic integrity, implementing fraud detection measures, designing more inno-

vative assessments, encouraging responsible use of AI, and fostering collaboration between

educational institutions and technology developers.

Thus, the author of this study considers that AI presents both challenges and opportunities for edu-

cation. It is essential to address the risk of its misuse for academic fraud by promoting academic in-

tegrity, implementing effective detection measures, designing robust assessments, and educating

about the responsible use of AI. AI should not be seen as a threat but as a tool that, when used res-

ponsibly, can contribute to strengthening education and promoting honest and meaningful learning.

After reviewing some postulates and theories on this topic, the researcher believes that unders-

tanding the relationship between AI use and academic fraud is of great importance for main-

taining academic integrity, which is a fundamental pillar of education, particularly at the

university level in postgraduate studies. Understanding how AI can influence academic fraud

helps institutions preserve high ethical and quality standards in learning and research, ensuring

that academic achievements truly reflect students' abilities and efforts.

Additionally, this study aims to identify this relationship, as it allows educational institutions to

develop clear policies and guidelines on AI use. Establishing limits and standards for its utilization

ensures that AI is used ethically and responsibly. In this sense, these policies not only prevent

72 Deinny José Puche Villalobo

fraud but also promote the constructive use of technology in educational processes.

Moreover, understanding the risks associated with AI misuse is important for offering ethical education

and training programs. It is also considered that understanding the relationship between AI and aca-

demic fraud can drive the development and improvement of plagiarism and fraud detection tools.

Furthermore, understanding how AI can affect the quality of education allows institutions to

take proactive measures to ensure that students receive an authentic and valuable education.

Universities have the responsibility to train ethical and competent professionals, and unders-

tanding the challenges posed by AI in terms of academic fraud is essential to fulfilling this social

responsibility. In this sense, a figure is presented that, according to the researcher, gathers the

factors that can influence academic fraud through the use of AI.

Figure 1

Factors that may influence academic fraud through the use of AI.

Fuente: Elaboración propia (2024).

Figure 1 shows that, according to the researcher, the relationship between AI use and academic

fraud may be linked to the accessibility and ease of use of AI. These tools allow students to use

content generation tools, such as chatbots and text generators, without the need for advanced

technical skills. Additionally, academic pressure is another significant factor. Students may feel

intense pressure to achieve high academic performance, which may lead them to resort to AI

to complete tasks more quickly and efficiently, albeit dishonestly. Furthermore, the lack of proper

education on the ethical use of AI and the consequences of academic fraud can cause students

to underestimate the severity of using AI for dishonest purposes.

On the other hand, considering Puche's (2024) argument, the absence of clear policies and ins-

titutional guidelines on the use of AI in education can create an environment where students

do not know what is allowed and what is not, making it easier to commit fraud.

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Artificial intelligence and academic fraud in the university context

In another line of thought, Alonso & Quinde (2023) suggest that current plagiarism detection

tools may not be fully equipped to identify AI-generated content, allowing fraud to go unno-

ticed. AI can provide a convenient and quick way to generate academic content, which may be

tempting for students seeking to save time and effort.

Similarly, Alonso (2024) argues that students who use AI to complete tasks may not be engaged

in the learning process, resulting in a disconnect between acquired knowledge and the work

presented. The perception that teachers do not thoroughly review assignments or fail to detect

AI use may encourage fraud, as students feel they will not be caught. Moreover, the absence

of assessment methods that focus on the process rather than just the final product may allow

academic fraud to go unnoticed.

Thus, the study's author infers that by addressing these elements through clear educational po-

licies, ethical training programs, and the development of better detection tools, institutions can

mitigate the risk of academic fraud associated with AI use. It is important for educational ins-

titutions to take a proactive approach to face these challenges and ensure academic integrity

in the era of artificial intelligence. In this sense, the study aimed to determine the relationship

between artificial intelligence and academic fraud in Venezuela, Colombia, and Peru.

Methodology

The study's methodology adheres to the processes of the positivist paradigm, which aims to be

as objective as possible in the pursuit of knowledge, employing orderly and disciplined procedures

that allow the researcher’s ideas about the nature of the phenomena under study to be tested

(Acosta, 2023). Additionally, the quantitative approach was considered, defined by Arias (2019) as

one that is based on the idea that all things or phenomena studied by science are measurable.

The study is descriptive in nature, as Hernández & Mendoza (2018) state that descriptive re-

search aims to describe the characteristics or properties of a phenomenon, situation, or area of

study without manipulating variables or establishing causal relationships. Its focus is to provide

a detailed and accurate representation of what is being studied.

It also presented a correlational level, as Hernández & Mendoza (2018) affirm that this type of

study seeks to assess the relationship between two variables to examine the degree of correla-

tion between them. This approach focuses on discovering how one variable changes as the

other changes, analyzing the direction of movement and the strength of the relationship. It is

important to note that correlation does not imply causality, meaning it does not establish a

cause-and-effect relationship between variables.

According to Arias (2019), in this type of research, statistical tools are used to measure and un-

derstand the degree of correlation between the studied variables. For example, correlation coef-

ficients, such as Spearman’s coefficient, can be employed to analyze the obtained information

and draw conclusions about the relationship between the variables.

74 Deinny José Puche Villalobo

The sample consisted of 48 teachers from Venezuela, 48 from Colombia, and 44 from Peru, all

at the university level. The inclusion criteria required a teaching experience of over 5 years at

the university level, a master’s or doctoral degree, and involvement in teaching thesis seminars

at the university level, selected from various universities in each country.

The survey technique was applied using a multiple-choice questionnaire (always, sometimes,

never). This questionnaire was validated by 5 experts with doctoral degrees (2 from Venezuela,

2 Colombians, and 1 Peruvian) using Cronbach’s alpha coefficient, which yielded a reliability

score of 0.980. Regarding ethical considerations, transparency was ensured; the study's objec-

tives were made known, the data was safeguarded for academic and scientific use only, and

the identity of the universities and participants was protected. Data were processed using des-

criptive statistics, with results presented in frequency tables. Additionally, inferential statistics

were used to analyze the correlation between the study variables.

Results

Table 1

Elements influencing academic fraud

Note: Author's own work (2024).

Table 1 reveals the elements influencing academic fraud. The first dimension corresponds to "Ne-

gligence in supervision," with the first indicator being the lack of proper instruction and guidance.

It was observed that 66.42% of respondents indicated that this always occurs, 26.42% noted that

it happens sometimes, and 7.14% stated that it never happens. Regarding the lack of student

progress monitoring, 62.85% of participants reported that this lack always occurs, while 28.57%

said it happens sometimes, and 8.57% mentioned that it never occurs. Finally, concerning the

lack of communication with teachers, 80.0% of respondents believe that this lack always exists,

Dimensions Indicators

Answer options

Always Sometimes Never

F % F % F %

Negligence in

supervision

Lack of proper instruction and guidanc. 93 66.42 37 26.42 10 7.14

Lack of student progress monitoring. 88 62.85 40 28.57 12 8.57

Lack of communication with teachers. 112 80.0 23 16.42 5 3.57

Facilitating

behavior

Not challenging or questioning students'

work. 91 65.0 39 27.85 10 7.14

Not penalizing fraud. 124 88.57 16 11.42 0 0

Conflicts of

interest

Close personal relationships with stu-

dents. 99 70.71 20 14.28 21 15.0

Total 140 100 140 100 140 100

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Artificial intelligence and academic fraud in the university context

16.42% indicated that it happens sometimes, and 3.57% stated that it never occurs.

Referring to the dimension "Facilitating behavior," which is analyzed through two indicators: not

challenging or questioning students' work and not penalizing fraud. For the first indicator, 65.0%

of respondents said that challenging or questioning students' work is always avoided, 27.85%

indicated that it happens sometimes, and 7.14% mentioned that it never happens. Regarding

not penalizing fraud, 88.57% of participants reported that this behavior always occurs, 11.42%

said it happens sometimes, and no respondents stated that it never happens.

In relation to the dimension "Conflicts of interest," it was observed that, according to the results,

70.71% of respondents indicated that these close relationships between tutors and students al-

ways exist, 14.28% said they occur sometimes, and 15.0% noted that they never occur.

In this context, the researcher considers that the results indicate that negligence in supervision,

facilitating behavior, and conflicts of interest are significant problems in the evaluated academic

environment. Additionally, the lack of proper instruction, insufficient monitoring of student pro-

gress, and poor communication with teachers are commonly reported practices, suggesting

inadequate supervision. Furthermore, the lack of penalties for fraud and the absence of ques-

tioning students' work reflect permissive behavior that can negatively affect academic integrity.

Finally, close personal relationships with students reveal potential conflicts of interest that may

compromise fairness and impartiality in dealing with students.

Table 2

Common Frauds Committed Using AI

Note: Own elaboration (2024).

Dimensions Indicators

Answer options

Always Sometimes Never

F % F % F %

AI-assisted

plagiarism

Generate complete works using AI tools. 123 85,41 17 11,80 0 0

Paraphrase existing text to avoid plagiarism

detection. 110 46,38 23 15,97 7 4,86

AI-assisted creation

of false content Use AI tools to create interview responses. 40 27,77 50 34,72 50 34,72

AI-assisted creation

of false content Fabricate data or research results. 70 46,61 35 24,30 35 24,30

AI-assisted misap-

propriation of ideas.

Present AI-generated work as one's own. 92 63,88 38 26,38 10 6,94

Fail to properly cite AI sources. 140 100 0 0 0 0

Total 140 100 140 100 140 100

76 Deinny José Puche Villalobo

Table 2 reveals the results for analyzing the most common frauds committed using AI. Concer-

ning the dimension "AI-assisted Plagiarism," specifically regarding the indicator of generating

complete papers using AI, 85.41% of respondents indicated that students always engage in this

practice, while 11.80% believe they do it sometimes. Additionally, regarding the practice of pa-

raphrasing existing text to avoid plagiarism detection, 46.38% of respondents noted that stu-

dents always use AI for this purpose, 15.97% said they do it sometimes, and 4.86% stated that

they never do it.

Regarding the dimension "AI-assisted Deception," 27.77% of participants mentioned

that students always use AI tools to create responses in interviews, while 34.72% do

it sometimes. Additionally, 34.72% believe that students never engage in this prac-

tice.

When analyzing the dimension "AI-assisted Creation of False Content," specifically regarding

fabricating data or research results, it was found that 48.61% of respondents indicated that stu-

dents always engage in this practice, 24.30% said they do it sometimes, and another 24.30%

believe they never do it.

Finally, concerning the dimension "AI-assisted Misappropriation of Ideas," it was observed that

63.88% of respondents said that students always present AI-generated work as their own,

26.38% do it sometimes, and 6.94% never do it.

According to the researcher, the results suggest a significant reliance on AI tools to produce

academic work without authentic personal contribution. It is also observed that, according to

the surveyed teachers, there is a significant prevalence of misuse of AI tools by students for

committing plagiarism and deception.

Table 3

Correlation Coefficient Between Variables

Note: Own elaboration (2024).

Artificial intelligence Academic fraud

Spearman's

Rho

Artificial intelligence

Coeficiente de correlación 1 0,980**

Sig. (bilateral) 0,000

N 140 140

Academic fraud

Coeficiente de correlación 0,980** 1

Sig. (bilateral) 0,000

N 140 140

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Artificial intelligence and academic fraud in the university context

Table 3 shows a Pearson correlation between the variables AI and academic fraud, indicating a

Pearson correlation of 0.980, which signifies a very strong positive relationship. This means that

as the use of artificial intelligence in education increases, academic fraud also tends to rise. Ho-

wever, it is important to emphasize that correlation does not imply causation. In other words,

just because two variables are correlated does not mean that one causes the other.

Discussion

Considering the results regarding teachers' perceptions of students’ use of AI when conducting

research, Cáceres & Ulloa (2023) suggest that students often misuse AI, largely due to negli-

gence in supervision, which negatively impacts the quality of education by allowing students to

deviate from learning objectives without timely correction.

In line with this, Granero (2021) argues that when supervisors do not adequately monitor student

performance, students may develop poor study habits, lack direction in their projects, and in

extreme cases, resort to dishonest practices such as plagiarism or the use of AI to create false

content. This lack of oversight fosters an environment where academic standards decline, and

students fail to reach their full potential.

Moreover, Granero (2021) also highlights that inadequate instruction and guidance prevent stu-

dents from clearly understanding academic expectations and how to meet them. According to

García et al. (2024), without proper guidance, students may feel lost and resort to quick fixes,

such as using AI tools to complete assignments. This not only hampers their learning and skill

development but also perpetuates a culture of dependency, rather than encouraging critical

thinking and problem-solving. The absence of clear instruction undermines students' confidence

in their abilities and the educational system as a whole.

Similarly, Crawford (2023) posits that the lack of monitoring of students' progress hinders ti-

mely identification of challenges and areas for improvement, leading to late or nonexistent

interventions. Without continuous monitoring, students' academic and personal struggles

may go unnoticed, increasing the risk of demotivation, underperformance, and even dro-

pout. García et al. (2024) assert that the absence of constructive feedback leaves students

without guidance on how to improve, affecting both their academic and personal develop-

ment. This lack of attention can lead to a general decline in educational quality and student

success.

Belda (2019) adds that the lack of communication with professors creates a gap in the educa-

tional process, where students do not receive the necessary guidance for their academic and

personal development. Without effective communication, teachers cannot identify students' in-

dividual needs or provide adequate support. This can result in an incomplete understanding of

the material, unresolved difficulties, and a lack of direction in learning. The disconnection bet-

ween students and professors can also lead to decreased motivation and engagement with

their studies.

78 Deinny José Puche Villalobo

In this context, Soria et al. (2022) and Vries (2023) argue that facilitator behaviors, such as not

challenging or questioning students' work, contribute to poor educational quality by failing to

promote critical thinking and self-assessment. Mayta et al. (2023) suggests that when students

are not challenged to justify and reflect on their work, the opportunity to develop analytical

and reasoning skills is lost. This lack of academic rigor allows students to settle for minimal effort,

failing to reach their full potential and perpetuating a culture of mediocrity rather than exce-

llence.

On the other hand, Puche (2024) emphasizes that failing to sanction fraud creates an envi-

ronment where academic dishonesty can proliferate without consequences, undermining

the integrity of the educational system. The lack of clear and consistent sanctions sends a

message that fraud is tolerated, which may encourage more students to engage in dishonest

practices. This not only affects fairness and justice in academia but also devalues degrees

and certifications, harming both honest students and the reputation of the educational ins-

titution.

Continuing the analysis of the study's results, Vander & Cury (2024) argue that conflicts of inte-

rest, such as close personal relationships with students, can compromise impartiality and ob-

jectivity in academic evaluation and supervision. These conflicts may lead to favoritism, where

certain students receive preferential treatment or unjustly positive evaluations, affecting clas-

sroom fairness. Moreover, these relationships can make it difficult to enforce disciplinary sanc-

tions and base academic decisions on merit. The presence of such conflicts erodes trust in the

integrity of the educational process and can create an environment of distrust and resentment

among students.

In the same vein, Zuñiga & Polanco (2023) highlight that AI-assisted plagiarism occurs when

artificial intelligence technology is used to copy and present others' work as one's own. This

manifests in texts or assignments containing entire phrases or paragraphs that match existing

sources without proper citation, which can be easily identified through plagiarism detection

software.

However, Alonso & Quinde (2023) point out that these works often exhibit inconsistent or un-

natural writing styles, as the copied parts do not integrate well with the rest of the original con-

tent. The use of AI tools to paraphrase or reword content without significantly altering its

meaning is another key indicator. These elements reveal the reliance on AI to create academic

or professional work that is not entirely original.

Regarding AI-assisted creation of false content, Franganillo (2022) explains that it involves using

artificial intelligence technologies to generate texts that are not authentic. Jofre (2023) asserts

that this seriously impacts educational quality by flooding the academic environment with inac-

curate or misleading information, making it difficult to distinguish between real and fabricated

facts. This can lead to the spread of erroneous knowledge among students and teachers, com-

promising the integrity of learning and research.

Revista Digital de Investigación y Postgrado, 6(11), 69-83

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Artificial intelligence and academic fraud in the university context

According to Villalobos (2024), it fosters a culture of distrust in information sources and re-

duces the value of genuine academic work, while also discouraging critical thinking and ri-

gorous fact-checking. These effects erode the credibility and effectiveness of the educational

system in its mission to educate informed individuals capable of positively contributing to so-

ciety.

Contrasting these results with Gallent et al. (2023) theory, which posits that AI-assisted misap-

propriation of ideas occurs when AI tools are used to take others' original ideas and present

them as one’s own, this is evident in project proposals, research, or presentations that reflect

ideas or concepts previously presented by others without proper acknowledgment. The study

data reveal a significant weakness concerning this dimension (AI-assisted misappropriation of

ideas).

In this context, Díaz (2023) argues that works showing advanced or detailed knowledge that

does not align with the author's level of experience are also suspect. Alonso (2024) adds that

using AI to explore research databases and then slightly rephrase the findings without crediting

the original authors is a common practice. This reveals that discrepancies between the author's

knowledge of the subject and the quality of the work presented indicate possible dependence

on AI to misappropriate others' ideas.

Considering the results obtained, it is evident that students are not using AI appropriately. Ins-

tead of employing it as a support tool to enrich and facilitate their academic work, students

are delegating the construction and writing of every element of their research to AI. This is

based on the high level of correlation determined between the analyzed variables, suggesting

an excessive dependence on AI for tasks that should be completed by the students themsel-

ves.

In this regard, the misuse of AI has serious implications for educational quality, as students are

not developing the critical skills necessary for their academic and professional growth. The lack

of personal involvement in the research and writing process can lead to a superficial unders-

tanding of the content and an inability to apply acquired knowledge in real-world contexts.

To address this issue, a meeting was held with faculty members (research supervisors) who par-

ticipated in the survey and shared their observations and concerns. By consensus, some gui-

delines were established to curb the misuse of AI. These guidelines aim to promote the

responsible and ethical use of technology, ensuring that students develop the skills necessary

for their academic success.

In this context, it was considered essential to incorporate mandatory workshops or modules in

postgraduate programs to educate students on the responsible use of artificial intelligence in

research and thesis writing. These programs should address the scope and limitations of AI

tools for writing and content generation, as well as the ethical and academic standards related

to the integrity of intellectual work.

80 Deinny José Puche Villalobo

Additionally, it is important to inform students about the consequences of plagiarism and

the misuse of AI, guiding them in its proper use. This virtual assistant can aid in searching

and organizing information, analyzing data, generating visualizations, and writing and re-

viewing academic texts. A series of activities were proposed as part of the solution to this

problem.

Table 4

Suggestions for addressing the misuse of AI in committing academic fraud.

Activity Description Benefits for preventing misuse of AI in

theses

Fomentar la

educación

sobre la IA y

la ética aca-

démica

•Incorporate mandatory workshops or modules

into graduate programs.

•Educate students on the responsible use of ar-

tificial intelligence in research and thesis wri-

ting, including: (a) The scope and limitations of

AI tools for writing and content generation. (b)

Ethical and academic standards related to in-

tellectual integrity. (c) The consequences of

plagiarism and misuse of AI in thesis prepara-

tion.

•Promote the use of AI tools for learning and re-

search:

•Guide students in the appropriate use of AI

tools to support their learning and research

process, such as: searching and organizing re-

levant information; data analysis and genera-

ting visualizations; writing and reviewing

academic texts.

•Emphasize the importance of critical thinking

and originality: encourage students to develop

critical thinking and analytical skills to evaluate

information obtained through AI and generate

their own ideas and arguments.

•Define the types of allowed AI tools: Specify

which AI tools may be used by students in the

development of their theses, considering their

impact on the originality and academic value of

the work. Establish limits on AI usage: Deter-

mine the amount of AI-generated content that

can be used in a thesis, ensuring that the pri-

mary work is conducted by the student Require

transparency in AI usage: Require students to

clearly cite any AI tool or resource used in the

preparation of their thesis, including a descrip-

tion of its function and impact on the final con-

tent.

•Helps students understand the capabilities

and limitations of AI in the academic con-

text, promoting responsible and ethical

use.

•Provides students with tools and strategies

to effectively leverage AI in their learning

and research processes without compromi-

sing the originality of their work.

•Encourages the development of critical

thinking and analytical skills, essential for

evaluating information, formulating argu-

ments, and generating original knowledge.

Revista Digital de Investigación y Postgrado, 6(11), 69-83

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Artificial intelligence and academic fraud in the university context

Note: Own elaboration (2024).

Conclusions

The study results reveal a Pearson correlation of 0.980 between the use of AI and academic fraud.

This value indicates a very strong positive relationship, suggesting that as the use of AI in edu-

cation increases, academic fraud also tends to increase. However, it is important to highlight that

correlation does not imply causation. Although the two variables are strongly related, it cannot

be concluded that AI use directly causes academic fraud. Other factors may be influencing this

relationship.

These findings underscore the need to implement regulations and educational policies that ad-

dress the ethical use of AI. Additionally, educating students about the responsible use of AI tools

and establishing clear guidelines can help mitigate the risk of academic fraud. Promoting the

development of critical thinking and analytical skills in students is crucial for them to use AI ethi-

cally and responsibly. These skills will help them evaluate AI-generated information and develop

their own arguments and conclusions.

In this context, it is also inferred that implementing fraud detection and evaluation strategies,

such as plagiarism detection software and peer reviews, is essential to ensure academic integrity.

These measures can help identify and prevent AI-related academic fraud. Additionally, fostering

a culture of academic integrity is fundamental to reducing the incidence of academic fraud.

It is also important to inform students about expectations, ethical standards, and the consequen-

ces of fraud, along with recognizing and rewarding ethical behavior, to encourage honest and

responsible academic conduct. Therefore, while the study revealed a very strong positive rela-

tionship between AI use and academic fraud, it is crucial to address this issue from multiple

angles, including education, regulation, evaluation, and the promotion of a culture of academic

integrity. Only through a holistic and multifaceted approach can the challenge of academic fraud

in the context of increasing AI use be effectively addressed.

Establish

clear gui-

delines for

the use of

AI in thesis

develop-

ment

•Define the types of allowed AI tools: Specify which

AI tools may be used by students in the develop-

ment of their theses, considering their impact on

the originality and academic value of the work. Es-

tablish limits on AI usage: Determine the amount of

AI-generated content that can be used in a thesis,

ensuring that the primary work is conducted by the

student Require transparency in AI usage: Require

students to clearly cite any AI tool or resource used

in the preparation of their thesis, including a des-

cription of its function and impact on the final con-

tent.

•Provides students with clear guidance

on what is expected regarding the use

of AI in their theses, preventing confu-

sion and potential violations of acade-

mic standards.

•Ensures that the majority of the thesis

work is carried out by the student, pro-

moting the development of their re-

search and writing skills.

•Encourages transparency and traceabi-

lity in the use of AI, allowing evaluators

to understand the thesis preparation

process and the student's actual contri-

bution.

82 Deinny José Puche Villalobo

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Revista Digital de Investigación y Postgrado, 5(11), 85-99

Electronic ISSN: 2665-038X

Inflation, free cash flow and profitability

in companies in the food and beverage

sector of the municipality of

San Cristóbal, period 2014-2018

Inflación, flujo de caja libre y rentabilidad en las em-

presas del sector de alimentos y bebidas del munici-

pio San Cristóbal, período 2014-2018

How to cite: Lobo, C. L. A. (2025). Inflation, free cash flow and profitability in companies in the food and

beverage sector of the municipality of San Cristóbal, period 2014-2018. Revista Digital de Investigación y

Postgrado, 6(11), 85-99. https://doi.org/10.59654/nmyhfv22

* Doctor of Mathematics, Instituto de Estudios Superiores de Investigación y Postgrado (IESIP). Industrial Engineer,

Universidad Nacional Experimental del Táchira (UNET), San Cristóbal, Venezuela. Bachelor of Education, Major in

Mathematics, Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora (Unellez). Master in

Business Management, Major in Finance, UNET, San Cristóbal, Venezuela. Lawyer, Unellez. University Higher Te-

chnician in Personnel Administration, Instituto Universitario Jesús Enrique Lozada. Universidad de los Andes,

Núcleo Táchira (NUTULA), Assistant Professor, assigned to the Department of Administrative and Accounting Scien-

ces. Email: luis.lobo0811@gmail.com

Luis Alejandro Lobo Caicedo

https://orcid.org/0000-0003-3871-3666

San Cristóbal, Táchira / Venezuela

Received: August / 13 / 2024 Accepted: September / 26 / 2024

https://doi.org/10.59654/kg944e15

Luis Alejandro Lobo Caicedo

Abstract

The objective of the research was to determine the relationship between inflation and free cash

flow with the profitability of companies in the food and beverage sector, San Cristóbal munici-

pality, Táchira state, period 2014-2018. The research is descriptive, supported by descriptive-co-

rrelational, field research that uses the inductive method. The selected population was made

up of 115 food and beverage outlets in restaurants, cafes and other establishments with table

service and counters, the sample was made up of the same population, the main data collection

technique applied was the interview combined with review of documents, where the financial

statements of the companies were used, supported by the interview used with the general ma-

nagers. Frequency distribution tables, bar and dispersion graphs, and correlations were used

to analyze the data, which determine the behavior of the variables.

Keywords: Inflation, profitability, free cash flow.

Resumen

La investigación tuvo como objetivo determinar la relación entre la inflación y el flujo de caja

libre con la rentabilidad de las empresas del sector de alimentos y bebidas, municipio San Cris-

tóbal, estado Táchira, periodo 2014-2018. La investigación es de tipo descriptivo, apoyada en

una investigación descriptiva-correlacional, de campo, que utiliza el método inductivo. La po-

blación seleccionada estuvo constituida por 115 establecimientos de expendio de comidas y

bebidas en restaurantes, cafés y otros establecimientos con servicio de mesa y mostradores, la

muestra estuvo dada por la misma población, la técnica de recolección de datos principal apli-

cada fue la entrevista aunada a revisión de documentos, donde se utilizaron los estados finan-

cieros de las empresas, apuntalada con la entrevista empleada al gerente general. Para el análisis

de los datos se emplearon tablas de distribución de frecuencia, gráficos de barras y dispersión,

correlaciones, que determinan el comportamiento de las variables.

Palabras clave: Inflación, rentabilidad, flujo de caja libre.

Introduction

The present research reflects that inflation in Venezuela has a direct impact on the daily operations

of businesses, especially those in the food and beverage sector, as the National Consumer Price

Index (NCPI) generally shows an upward trend during the study periods. This is due to the limited

availability of foreign currency resulting from the decline in oil prices, affecting the level of imports

and thus goods and services.

Inflation is an economic phenomenon related to the progressive increase in population. Meanw-

hile, national and global policy measures have brought unexpected changes to the economy,

such as the rise in prices of basic basket products, oil prices, and international conflicts, which have

affected Venezuela in recent decades.

Revista Digital de Investigación y Postgrado, 6(11), 85-99.

Electronic ISSN: 2665-038X

The level of inflation in Venezuela affects the performance of companies in the food and beverage

sector, as they strive to remain competitive in the market and achieve efficiency and effectiveness

in their core processes to benefit their management. Therefore, their financial situation was analy-

zed, which in most countries constitutes an activity that contributes to the economy and is bene-

ficial for the population.

Currently, one of the main issues in the global financial sphere is inflation, as explained by Behar

(2015). Although a decrease in product and/or service prices is not what is needed, several nations

were showing signs of deflation, as seen in the case of Colombia's inflation, which was 0.19% in

July 2015. This provided hope for the Banco de la República, which decided to maintain interven-

tion rates at 4.5%, with a strong expectation that the Consumer Price Index (CPI) would begin to

decrease and stabilize close to target values in 2016.

Moreover, paraphrasing Behar (2015), this is not an isolated event in Colombia, nor in Latin Ame-

rica, except for isolated incidents like Venezuela, Brazil, and Argentina, with macroeconomic inci-

dents and problems.

According to historical data from the World Bank for the years 2016-2017, average inflation world-

wide decreased from average levels of 3.7% in 2012 to 2.5% in 2014, and although the trend ap-

pears to stabilize, it continued to decline more slowly. In this regard, the behavior in Latin America

for the years 2016-2017 showed stable conduct, except in countries like Argentina, Mexico, and

Venezuela, as can be observed in Graph 1.

Graph 1

Inflation (%) for the year 2017

Note: Compiled with data taken from the International Monetary Fund, 2020.

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

Month Revenue Bs Incremento (%) Profit margin %) Decrease %

January 32.000.000 21,88 31 4

February 48.350.000 93,40 25 10

March 66.000.000 164,00 32 3

April 48.783.333 93,09 29,33 5,66

Luis Alejandro Lobo Caicedo

As shown in Graph 1, inflation in Venezuela displayed behavior well above the global average,

which leads to the understanding that the effect of the devaluation of money over time was

worsening in both social and business aspects. In this regard, Behar (2015) states that "the bu-

siness activity of any country is exposed to economic factors that influence its development

and, consequently, its results, as is the specific case of inflation." This phenomenon has been an

ongoing economic reality in Venezuela for years, affecting prices, costs, wages, salaries, property

values, and all money-related aspects.

However, because of the strict control over inflation being implemented by the Central Bank

of Venezuela (BCV), there has been a significant contraction in the supply and demand of eco-

nomic activity. Consequently, López (2017) asserts that an uncontrolled increase in prices has

been observed in Venezuela. The state of Táchira, during the period 2013–2017, experienced

higher rates compared to other regions of the country due to its proximity to the Colombian

border.

In 2018, according to Castro (2018), the state of Táchira was significantly impacted in the areas

of food and beverages, as the closure of the border affected the region's legitimate commercial

activities. On the contrary, it increased informality and financial crimes.

Regarding the case of Mora's Restaurant, located on Carabobo Avenue in the San Cristóbal

municipality, data provided during an interview with the general manager revealed that, during

the first quarter of 2018, although sales increased in monetary terms, the profit margin did not

reflect the same growth. This resulted in reduced cash flows and profitability. Table 1 below

shows the sales figures and profit percentages for the first quarter of 2018.

Table 1

Income and profit margin for the first quarter of 2018

Note: Data provided by the company owner.

Therefore, the increase was determined based on the fixed value for december 2017, which

amounted to 25,000,000 Bs, concerning the months of january, february, and march. Meanw-

hile, the decrease was calculated using a profit margin of 35% for December 2017. It was

concluded that, although the company increases its monthly revenue by an average of

93.09%, it experiences an average decrease of 5.66%, with average monthly sales of

48,783,333 Bs.

Revista Digital de Investigación y Postgrado, 6(11), 85-99.

Electronic ISSN: 2665-038X

From this perspective, the main objective of this research was to analyze the relationship

between inflation and free cash flow, as well as between inflation and profitability, during

the 2014–2018 period for the food and beverage sector in the municipality of San Cristóbal,

Táchira state. This analysis was subsequently subjected to simulation using different inflation

rates applied to the revenues and expenses generated by the investment. This approach

may serve as a useful tool for decision-makers in an inflationary context.

The research is justified from three aspects: methodological, practical, and theoretical. Firstly,

by correlating macroeconomic variables with internal variables, recommendations can be

derived to improve the financial conditions of the company, thereby fostering growth in the

sector and/or subsector under study. Maintaining sustainable economic activity at the local,

regional, and national levels is crucial, as it promotes employment and development.

It should be noted that in the city of San Cristóbal, approximately 21,003 companies were

registered in 2017 (34% of the total in the state). However, only 315 of these are classified as

industries, while the rest are engaged in commercial activities. According to the Chamber of

Commerce and Industry of Táchira State, commercial activity began to decline in 2018, mainly

due to financial issues and government policies.

For the companies studied, this research provides financial strategies that can ensure their

sustainability in a complex market such as the food and beverage sector in the municipality

of San Cristóbal, Táchira state. Moreover, all social organizations must fulfill their basic finan-

cial objectives, and the correlation between external and internal variables can facilitate this

process. Lastly, this research will serve as a methodological framework for future studies on

inflation, cash flow, and profitability in the food and beverage sector and other areas of eco-

nomic activity.

On an international level, Macas & Luna (2014) conducted a thesis titled Analysis of Inflation

and Economic and Financial Profitability in the Marketing and Export Company of Bioaquatics

for the Periods 2012–2013 at the National University of Loja, located in Loja, Ecuador. Their

objectives included analyzing inflation and economic and financial profitability in the com-

pany, determining the behavior of inflation, identifying trends in profitability, and proposing

improvements for the company.

The research methodology employed was fieldwork, utilizing a questionnaire as the instru-

ment under the survey technique, which was applied to a total of 55 workers. Among their

findings, they observed a correlation of 0.91 between inflation and profitability, significantly

impacting the company’s financial environment. Their strategy focused on reducing admi-

nistrative expenses by at least 8%, targeting costs not essential to the organization's core

activities.

For this research, this precedent provides guidance on the type of research to use, as well

as the techniques and instruments for data collection. It facilitated the development of analy-

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

90 Luis Alejandro Lobo Caicedo

ses, data processing, and the identification of relevant aspects.

Similarly, at the national level, Arias (2012) conducted a thesis to obtain a master’s degree in

business management, specializing in Financial Management, at the University of Zulia. The

thesis was titled "Inflation and Budget Management in Mixed Companies of the Oil Sector

in Zulia State." Its objective was to analyze the impact of inflation on budget management

in mixed companies of the oil sector. The study examined the behavior of the inflation rate,

budget management, budget deviations, and the relationship between the inflation rate and

budget management in mixed companies of the oil sector.

Methodologically, the research was descriptive and field-based, with a non-experimental

design. The population consisted of three employees from a mixed oil sector company in

the municipality of San Francisco, Zulia state. For data collection, a questionnaire containing

55 multiple-choice items with four alternatives was designed. Reliability was calculated using

Cronbach's Alpha coefficient, achieving a very high magnitude of r = 0.925.

The study concluded that in Venezuela, the root cause of high inflation is primarily the fiscal

deficit monetized by the Central Bank of Venezuela (BCV). Inflation was measured by the

variation in the Consumer Price Index (CPI). The correlation obtained was r = 0.353, classified

as low, positive, and non-significant. Therefore, it was affirmed that there is no consistent

relationship between inflation and budget management.

This research will serve as methodological support, particularly regarding the techniques

and instruments used for data collection, such as descriptive, non-experimental research

and the use of a questionnaire featuring both closed and open-ended questions.

Methodology

Regarding the level of this research, given the characteristics of the problem and the formulated

objectives, it was considered descriptive in nature. This study was of a descriptive level since,

for the systematic development of the objectives, it was necessary to collect information to

identify and define the key aspects of inflation, free cash flow, and profitability for companies in

the food and beverage sector in the municipality of San Cristóbal, Táchira state, during the pe-

riod 2014–2018.

The research design was field-based, with data collection conducted within the defined popu-

lation over a specific period, without manipulating variables. This was achieved through the in-

terview technique and the questionnaire instrument. Additionally, a documentary review was

conducted to describe, characterize, and analyze the behavior of the variables: inflation, free

cash flow, and profitability. The population in this case consisted of food and beverage establis-

hments located in the municipality of San Cristóbal, Táchira state.

For this research, an intentional sampling method was used, representing 115 establishments

Revista Digital de Investigación y Postgrado, 6(11), 85-99.

Electronic ISSN: 2665-038X

that met the requirement of belonging to the food and beverage sector in the municipality of

San Cristóbal, Táchira state. Initially, the interview technique was employed. The data collection

instrument was an interview guide. Quantitative data analysis was performed using tables and

graphs.

Results

In this analysis of results, it is important to consider the behavior of inflation for the period 2014-

2018. In this regard, it is worth noting that according to the World Bank (2018):

For the fifth consecutive year, the Latin America and Caribbean region faces a decline

in growth as a result of an adverse external environment, especially for exporters and

companies in the food and beverage sector. A contraction of 1% is expected for the year

2018" (p. 912).

This is primarily affected by the slowdown in the Venezuelan economy, which experiences eco-

nomic instability and such high inflation compared to other countries that it only drives away

foreign investors. Graph 2 shows the accumulated and monthly inflation of the main countries

in Latin America. Similarly, in Graph 2, the percentage variation of inflation in Venezuela for the

period 2014-2018 can be observed.

Graph 2

Behavior of accumulated inflation in Latin America for the period 2014-2018

Note: GlobalScope (2019).

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

Decrease % Money supply (%) Variation (% Trend

2014 70,90

2015 62,80 -11,42 Baja

2016 101,40 61,46 Alza

2017 161,30 59,07 Alza

2018 1.129,60 600,31 Alza

Luis Alejandro Lobo Caicedo

For the case of Venezuela, Figure 4 shows the inflation during the period 2014-2018.

Graph 3

Percentage variation of inflation in Venezuela for the period 2014-2018.

Note: BCV (2019).

The main cause of hyperinflation is the growth of the money supply, defined by Marshall (1890)

as "the total amount of money in circulation in an economy" (p. 189). According to the Central

Bank of Venezuela, the money supply for the study period 2014-2018 behaved as shown in

Table 2.

Table 2

Money supply in Venezuela for the period 2014-2018).

Note: BCV (2019).

Year Inflation Money supply

2014 68,50 70,90

2015 180,90 62,80

2016 242,60 101,40

2017 862,60 161,30

2018 130.060,20 1.129,60

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Now, it is necessary to demonstrate the existence of a correlation between the macroeconomic

variables of inflation and money supply. Before carrying out the statistical correlation process,

it is essential to observe the data of the related variables. Therefore, Table 3 provides a summary

of the nominal values of the study variables.

Table 3

Summary of inflation and money supply in Venezuela for the period 2014-2018

Source: BCV (2019).

Regarding the behavior of free cash flow in the food and beverage sector of the municipality

of San Cristóbal, Táchira state for the period 2014-2018, Graph 4 indicates the Operating Net

Working Capital (KTNO) for the food and beverage sector of the municipality of San Cristóbal,

Táchira state, during the period 2014-2018. Meanwhile, in Graph 5, the free cash flow is calcu-

lated and represented for the study period.

Graph 4

Net Operating Working Capital (NOWC) for the period 2014-2018

Note: Mora's (2014-2018).

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

Luis Alejandro Lobo Caicedo

Graph 5

Free Cash Flow (FCL) for the period 2014-2018

Note: Mora's (2014-2018).

It is noteworthy that regarding the profitability behavior in the food and beverage sector of San Cristóbal

municipality, Táchira state for the period 2014-2018, and specifically the financial status of Mora's C.A.,

the necessary data were obtained to analyze the profitability behavior in the food and beverage sector

of San Cristóbal municipality, Táchira state during the period 2014-2018. Additionally, it is crucial to cal-

culate the financial indicators that serve as tools to observe the performance of the resources available

to the company to operate normally and thus visualize the profitability behavior. It is pertinent to high-

light that profitability, according to García (2010), is a closely related inducer to value creation in an or-

ganization, thereby facilitating an understanding of the value generation in the studied company.

Graph 6

Operating Profitability Before Taxes (OPBT) and Return on Equity (ROE) for the period 2014-2018

Note: Mora's (2014-2018).

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Graph 7

ROE and MRRR for the period 2014-2018

Note: Mora's (2014-2018).

Graph 7 details the difference between ROE and MRRR. It is worth noting that MRRR, the mi-

nimum expected return for interviewed shareholders, exceeds inflation levels, thus estimation

yields the following results.

Considering that the organization maintained external financing in the years 2014 and 2015, it is

necessary to compare ROE with the interest rate generated by the debt, as shown in Graph 8.

Graph 8

ROE and Interest Rate for the period 2014-2018

Biology Teacher.

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

Luis Alejandro Lobo Caicedo

Discussion

In Venezuela, inflation statistics are managed by the Central Bank of Venezuela (BCV) and the

National Institute of Statistics (INE), available on their respective websites. Various inflation in-

dices are applied in Venezuela to calculate the monthly price variation in basic goods and ser-

vices, referred to as inflationary indices within the national context. These indices include the

Consumer Price Index (CPI), the National Consumer Price Index (INPC), and the Core Inflation

Index.

The high inflation rates observed in Venezuela compared to Latin America for the period 2014-

2018 indicate an increase in prices of goods and services, resulting in a decrease in purchasing

power and a loss of currency value. To conduct a more detailed analysis of inflation in Venezuela,

it is advisable to establish its values during the study period. Thus, the information for the years

2014 to 2018 is presented.

As depicted in Graph 3, the variations in the inflation index in Venezuela have been characte-

rized by significant increases, with a percentage variation between 2018 and 2014 of

189,768.90%, and an increase of 14,977.70% between the last years of the study. However, this

implies that the series of economic measures implemented have only led to hyperinflation.

To better visualize the trend of inflation in Venezuela, Table 3 shows the data for the study period

2014-2018. Inflation is an economic process characterized by widespread and sustained increa-

ses in prices over time. This includes prices of goods and services as well as wages and salaries.

Additionally, the price of foreign currencies also rises, meaning that in Venezuela, the bolívar

depreciates against the dollar, the German mark, and the Japanese yen, requiring more bolivars

to purchase foreign currencies. In Venezuela, during the last governments, irresponsible mo-

netary policies have led us into a long period of inflation, with extremely serious social and po-

litical consequences (López, 2017).

The upward trajectory is unequivocally apparent, with all 5 data points in the study demonstra-

ting this tendency. Between 2014 and 2015, the upward percentage variation stands at 221.96%;

from 2015 to 2016, a notable ascent is observed with a percentage variation of 362.88%; further,

between 2016 and 2017, a consistent upward trend persists, marking a variation of 234.12%; li-

kewise, from 2017 to 2018, an upward trajectory is sustained, exhibiting a percentage variation

of 455.59%. These escalating trends precipitated a decline in units sold and a surge in prices of

goods and services, encompassing the food and beverage sector.

Inflation denotes the overarching escalation in the prices of goods and services over time within

a nation. As inflation escalates, consumers find their purchasing power diminished, leading to

decreased standards of living. Hyperinflation, an aberrant form of inflation, entails an extreme

surge in prices, rendering the currency incapable of fulfilling its roles as a unit of account, me-

dium of exchange, and store of value. Functional currency is defined by its ability to serve all

three functions, whereas dysfunctional currency fails to meet any.

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Inflation originates when a nation's Central Bank outpaces the production of goods and services

with the creation of money. Fiscal deficits compel governments to mandate Central Banks to

issue money to cover expenses surpassing revenues or debt issuance. This fiscal deficit mone-

tization emerges as a primary catalyst for inflationary phenomena. The imbalance between

production levels and monetary volume can escalate to such extremes as to catalyze hyperin-

flationary processes.

In response to escalating prices, individuals recalibrate their expectations and behaviors, ex-

pending funds swiftly to preempt price hikes. This widespread behavior accelerates currency

circulation, exacerbating the inflationary spiral. A pernicious cycle ensues: elevated prices fuel

anticipations of further escalation, prompting additional price hikes. This self-perpetuating cycle

erodes the currency's value, resulting in economic instability and societal upheaval.

To address the impact of inflation on tax revenue in Venezuela, authorities resorted to funds

generated by the Central Bank of Venezuela. This injection of bolivars spurred price increases.

According to Ecoanalítica, total revenue plummeted by 47% in real terms by october 2017. Value

Added Tax dropped by 52%. Fiscal conditions worsened due to the decline in oil prices since

their peak in 2013 and the decrease in oil production, which fell to 600,000 barrels per day since

2015, as per the Organization of the Petroleum Exporting Countries. This was compounded by

restricted access to international credit markets due to risk perception and sanctions imposed

by the United States in 2017.

Regarding free cash flow, it is observed in Graphs 5 and 6 that in both operating and net ope-

rating working capital, the results of this study enable discernment of the possibility of measuring

the integration of free cash flow behavior criteria in companies, considering the guidelines of

the SUNDDE guide that encompass the principles, practices, and fundamental matters of con-

sumer prices and guidance on integration throughout the organization.

The indicator fluctuated from 2014 to 2018. For the first 3 years, it was negative, indicating the

company's lack of immediate cash availability to meet its needs. In the last two years, FCL shows

an increase, being positive. However, this is not in proportion to significantly benefit the future

and continuity of the business.

Regarding profitability, companies in the food and beverage sector of San Cristóbal municipality

have progressed in all fundamental areas, with greater integration evident in those with man-

datory profitability behavior, labor practices, fair operating practices, asset profitability, and

equity profitability. Identified improvement opportunities address the need to strengthen busi-

ness capacities in various management aspects such as production, quality and safety, techno-

logy and innovation, and occupational health and safety.

To achieve the objective, comparisons were made and a thorough analysis of operational value

drivers was conducted to determine how the destruction or creation of business profitability

has evolved. Initially, a negative trend of reduction is observed in both asset profitability and

Inflation, free cash flow and profitability in companies in the food and beverage

sector of the municipality of San Cristóbal, period 2014-2018

Luis Alejandro Lobo Caicedo

equity profitability. However, the graph suggests that there is not a very direct cause-and-effect

relationship between the two variables. From this, it can be concluded that the profitability be-

havior in the food and beverage sector is not directly or indirectly related.

Conclusions

Regarding inflation in Venezuela compared to Latin America for the years 2014-2018, it can be

inferred that it had an impact on the management of companies in the food and beverage sec-

tor located in the municipality of San Cristóbal, Táchira state, especially in the activities of buying

and selling food, due to the substantial increase in prices, as well as the increase in taxes during

the study period.

During the study period, Venezuela was immersed in a type of inflation called hyperinflation,

which only showed an upward trend reaching a peak in 2017, leading to a substantial decline

in Venezuelan productive growth. Furthermore, this variable falls within the monetarist theory

of inflation as it is driven by the increased amount of circulating money.

As a result of this situation, the economic measures implemented by the national government

have been aimed at imposing controls, such as profit margins and sales prices. According to

the results obtained, it can be inferred that these controls are not a solution to the macroeco-

nomic problems facing the country; on the contrary, they erode consumer purchasing power,

free cash flow, and business profitability, promoting economic uncertainty due to shortages

caused by lack of inputs, exacerbating the inflationary spiral through hoarding and speculation.

Regarding free cash flow (FCL), an increase was observed for the first two years of the study

period (2014-2015). Subsequently, a downward trend became prominent for the years 2016 and

2017; however, for the last year of the study, an increase compared to 2017 began to be evident.

The variations shown can be inferred in relation to the inflation variable, showing an increase

in revenue that is not representative with respect to the FCL obtained. Inflation increases sales;

however, it diminishes short-term availability to meet obligations.

Regarding profitability for the period 2014-2018, from its two indicators Return on Assets (ROA)

and Return on Equity (ROE), a moderate increase in profitability was evidenced, allowing it to

meet the planned objectives for each period despite the country's situation and the level of in-

flation.

References

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Catacora, H (2020). Inflación y sus efectos. Editorial: Mac Graw-Hill.

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mas-que-trae-el-cierre-de-la-frontera-con-venezuela/

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ners.com/

Hernández. S, Fernández. C, & Baptista P. (2006). Metodología y técnica de la investigación.

Cuarta edición. Editorial: Mac Graw-Hill.

López, A. (2017). ¿Por qué se han estabilizado y hasta bajado los precios de algunos productos?

Venezuela: Editorial Tal Cual.

Macas & Luna (2014). Análisis de inflación y rentabilidad económica y financiera en la empresa

comercializadora y exportadora de bioacuáticos periodos 2012-2013.

Malhotra, N. (2004). Investigación de Mercado. Un enfoque aplicado. (4º Edición). Pearson Edu-

cación.

Marshall, A (1890). Banco central y política monetaria. http://webs.ucm.es/BUCM/cee/

doc/03010014.htm

Méndez, J (2010). Estudio económico y financiero para la creación de una tienda de café y cho-

colate venezolano.

Mora's (2014-2018). Estados financieros.

Sabino. C. (2006). El proceso de Investigación. http://paginas.ufm.edu/sabino/ingles/book/pro-

ceso_investigacion.pdf

Vidal, C. (2010). Manual de trabajo de campo.

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bajo_de_campo_en_la_encu

Zamora, A. (2011). Análisis del entorno económico y financiero de las empresas del sector de ali-

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sector of the municipality of San Cristóbal, period 2014-2018

101

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Technological competencies and the

academic performance of

university students

Competencias tecnológicas y el desempeño

académico de los estudiantes universitarios

How to cite: Acosta, F. S. F. (2025). Technological competencies and the academic performance of uni-

versity students. Revista Digital de Investigación y Postgrado, 6(11), 101-113. https://doi.org/10.59654/

j0x9nc08

Savier Fernando Acosta Faneite

https://orcid.org/0000-0003-2719-9163

Maracaibo, Zulia state / Venezuela

* Ph.D. in Educational Sciences and Postdoctoral Degree in Management for Higher Education. Biology Teacher,

Universidad del Zulia, Maracaibo - Venezuela. Email: savier.acosta@gmail.com

Received: July 17, 2024 Accepted: September / 5/ 2024

https://doi.org/10.59654/j0x9nc08

102

Savier Fernando Acosta Faneite

Abstract

The objective of the study was to establish the relationship between digital competencies and

university teacher performance. The methodology was based on the positivist paradigm with a

quantitative approach. The research was basic, descriptive and correlational. The non-experi-

mental and cross-sectional design included a sample of 87 students from a public university in

Maracaibo, Venezuela selected by convenience. The survey was used as the data collection te-

chnique, applying a questionnaire whose reliability was high (Cronbach's alpha = 0.975). The

data were processed using SPSS software. The results indicated a moderate positive correlation

(Spearman = 0.356) between the variables, suggesting that, as teachers' digital skills increase,

their performance improves. In conclusion, the development of teachers' digital skills contributes

to improving educational quality in the university context.

Keywords: Competencies, digital competencies, teaching performance, university professor.

Resumen

El estudio tuvo como objetivo establecer la relación entre las competencias digitales y el de-

sempeño del docente universitario. La metodología se fundamentó en el paradigma positivista

con un enfoque cuantitativo. La investigación fue de tipo básica, descriptiva y correlacional. El

diseño no experimental y transversal incluyó una muestra de 87 estudiantes de una universidad

pública en Maracaibo, Venezuela seleccionados por conveniencia. Se utilizó la encuesta como

técnica de recolección de datos, aplicándose un cuestionario cuya confiabilidad fue alta (Alfa

de Cronbach = 0,975). Los datos se procesaron mediante el software SPSS. Los resultados in-

dicaron una correlación positiva moderada (Spearman = 0,356) entre las variables, sugiriendo

que, a medida que aumentan las competencias digitales de los docentes, su desempeño me-

jora. En conclusión, el desarrollo de las habilidades digitales de los profesores contribuye a me-

jorar la calidad educativa en el contexto universitario.

Palabras clave: competencias, competencias digitales, desempeño docente, docente universitario.

Introduction

In the current context of the educational process, the use of technology has become essential,

as it facilitates students' acquisition of knowledge. Acosta & Fuenmayor (2022) highlight that In-

formation and Communication Technologies (ICTs) have profoundly revolutionized how university

educators seek and manage the content needed for their teaching. These technological advan-

cements not only improve access to information but also foster greater interactivity and colla-

boration in the educational realm, thereby enhancing the quality of both learning and teaching.

Therefore, higher education teachers must possess digital competencies. According to Centeno

(2021), these competencies are defined as a set of knowledge, skills, and abilities associated

with the use of technologies in educational environments, facilitating the achievement of curri-

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cular goals and competencies. In this regard, Sánchez et al. (2022) emphasize that digital com-

petencies include aspects related to hardware, software, school organization and management,

the use of ICTs, and the social, ethical, and legal elements associated with their use.

Meanwhile, Cateriano et al. (2021) point out that, globally, many teachers face difficulties in sear-

ching for relevant data and information. As a result, many educators rely solely on Google as

their main search tool and are unfamiliar with the use of databases, institutional repositories,

and advanced searches with Boolean operators to access quality information. This lack of skills

limits their ability to access appropriate academic resources and reduces the quality of infor-

mation used in their teaching practice.

In this context, Cobos et al. (2020) indicate that there are global gaps in the use of technology

for academic purposes and the dissemination of information. This is because many educators

lack knowledge on how to select appropriate resources and effectively use search engines to

choose topics aligned with students' research needs and academic levels.

Similarly, Díaz & Serra (2020) suggest that it is difficult to determine to what extent teachers

misuse the Internet when searching for information. This may be due to a lack of necessary

skills to fully utilize technologies in teaching or awareness of the variety of search engines avai-

lable for consulting scientific information. Consequently, many teachers resort exclusively to tra-

ditional methods for finding quality scientific information, which impacts their classes and may

negatively affect students' educational progress.

For this reason, Espinoza (2020) highlights the importance of educators knowing and using

academic search engines such as Google Scholar and Microsoft Academic, which provide access

to peer-reviewed articles and books. Scientific journals on platforms like PubMed, IEEE Xplore,

and JSTOR, as well as databases like Scopus, SciELO, Dialnet, and Redalyc, offer specialized and

high-quality research. In addition, academic networks such as ResearchGate and Academia.edu

facilitate collaboration and access to publications and scientific websites offering high-quality

reports and studies.

In this context, Baldomero (2022) emphasizes that the digital competencies of higher education

teachers include information literacy, essential for navigating, filtering, and managing digital in-

formation. He also highlights the importance of online communication and collaboration, in-

volving interaction and proper use of netiquette. Another key competency is digital content

creation, which requires integrating platforms and respecting copyright. Additionally, Díaz &

Loyola (2021) note that these digital competencies include data search and management, per-

son-to-person interaction, and data protection. They also highlight the importance of techno-

logical skills that enable teachers to search for and filter relevant information while applying

effective strategies for virtual teaching.

On the other hand, Flores & Garrido (2019) underline that in Latin America, teachers must de-

velop digital, communicative, intellectual, and ethical skills to ensure student learning. Likewise,

Technological competencies and the academic performance of university students

104

Savier Fernando Acosta Faneite

Mancha et al. (2022) argue that the new educational environment presents the challenge of

acquiring knowledge about the use of technologies, which are fundamental tools for consulting,

producing, and distributing educational content.

In this regard, Pérez (2017) asserts that to use ICTs correctly and effectively, it is necessary to

improve teachers' digital skills. Therefore, in the educational environment, it is crucial to create

an appropriate connection between the use of ICTs, pedagogy, and strategies that integrate

education and technology.

Zabalza & Zabalza (2020) describe that education based on the digital competence approach

is a recent concept that significantly differs from traditional teaching in terms of concepts, met-

hods, and practices. Its purpose is to promote the acquisition of skills that enable individuals to

succeed in various contexts, including economic, labor, social, and academic.

In this respect, Acosta & Barreto (2023) note that education aims to respond to the new know-

ledge and information society; therefore, teachers need to acquire digital skills that allow them

to learn how to use technological tools properly. In this sense, Sánchez & Carrasco (2021) argue

that additional training on using technology in the classroom is necessary to foster a critical at-

titude toward creating, using, and legally managing content. Hence, teachers should learn to

use these resources to be more creative and apply them in various areas of learning.

Moreover, Puche & Acosta (2024) state that in Venezuela, mechanisms must be implemented

to transform and develop education, technology, and science, promoting the development of

life skills. They also emphasize that schools must respond to societal needs, meaning the edu-

cational process should be approached from a holistic perspective. This involves managing each

academic process to facilitate students' effective learning.

In this context, Díaz & Castillo (2017) highlight that excellent and effective teaching management

will develop students' cognitive, affective, and psychomotor skills, rather than merely imparting

information. Similarly, Acosta & Barrios (2023) indicate that teachers should stimulate learning,

contextualize content, and integrate students into instructional design.

Furthermore, Rojas & Arévalo (2022) note that teacher performance is closely linked to the

quality of education. Therefore, teachers must plan and formulate a professional activity plan

that aligns with the context, educational process, and evaluation indicators. It is also crucial to

consider both external and internal educational factors and integrate technological practices

to improve teaching quality.

Additionally, Oviedo & Páez (2020) emphasize that teacher performance is linked to digital,

cognitive, and affective competencies, directly impacting educational quality. Soria et al. (2020)

affirm that optimal teacher performance is evident when educators have a strong command of

content, employ effective pedagogical mediation, and use instructional and evaluative resources

tailored to students' needs.

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In this context, Arenas et al. (2021) argue that for effective teaching performance, educators

must possess digital competencies, which enable them to stimulate learning, contextualize con-

tent, and integrate students into the educational process. Cabero & Martínez (2019) highlight

that the Internet provides informational resources and a fast communication platform between

teachers and students. Furthermore, Acosta (2022) emphasizes that integrating the Internet,

multimedia technologies, and gamification is key in virtual teaching, noting the growing support

among teachers for online collaboration, multimedia use, and diversified assessment methods.

On the other hand, Carretero (2021) argues that there is a gap between knowing and doing.

However, various studies and scientific literature have demonstrated that an appropriate ins-

tructional design incorporating technologies offers several pedagogical benefits for more ef-

fective teaching. In this regard, García et al. (2021) emphasize that the use of technologies such

as Virtual Learning Environments (VLE) in higher education presents multiple advantages.

Among these are the ability to reach a larger number of users, as well as providing flexibility in

scheduling, monitoring, and tracking students' learning progress.

Given the above, it can be stated that digital competencies are closely related to teacher per-

formance. Educators must plan and organize their strategies according to educational objecti-

ves, manage available resources, adjust time and school environments, and enhance learning

with the support of technology. This contributes to the development of competencies establis-

hed in the curriculum design, optimizing the educational process, and promoting more effective

learning tailored to current needs.

In this sense, it has been observed that some university professors in Maracaibo, Zulia, Vene-

zuela, exhibit weaknesses in using technological tools, predominantly opting for traditional tea-

ching methods. Despite technological advancements and current market demands, these

teachers tend to repeat familiar methods and focus on student memorization. This situation

may be attributed to a lack of digital competencies, as well as limited access to the internet, di-

gital platforms, and technological equipment—tools essential for significantly improving tea-

ching and learning.

Another relevant aspect is age, as many of these educators are over 50 years old and have not

been technologically literate. Most possess only basic digital skills and need improvement in

searching for information on specialized platforms, using virtual libraries, and managing quality

academic information. This lack of digital skills negatively impacts teachers' performance, af-

fecting their ability to plan and assess their practices, which could, in turn, influence students'

academic performance. Based on the issues described above, the objective of the study was to

establish the relationship between digital competencies and university teacher performance.

Methodology

The study was based on the positivist paradigm and employed a quantitative approach, as the

primary goal was to measure and analyze the relationship between digital competencies and

Technological competencies and the academic performance of university students

106

Savier Fernando Acosta Faneite

teaching performance in a university context. According to Hernández & Mendoza (2018), this

approach allows for the collection and analysis of numerical data, providing a solid foundation

for the objective interpretation of results.

This was a basic research study, aimed at generating theoretical knowledge and a deeper un-

derstanding of the phenomenon under investigation, without the immediate intention of ap-

plying this knowledge in a practical context. The descriptive level, as Arias (2016) explains, offers

a clear and comprehensible view of the variables involved. The study focused on a detailed

characterization of university teachers' digital competencies and their performance, allowing

for a deeper understanding of professors' digital skills and how these influence their academic

performance.

The scope of the study was correlational, enabling an examination of the relationship and degree

of association between teachers' digital competencies and their performance. As noted by Her-

nández & Mendoza (2018), this type of study is essential for identifying patterns and connections

between variables without necessarily establishing direct causality.

The study design was field-based, as it was conducted in the location where the problem oc-

curred. Additionally, it was classified as non-experimental because independent variables were

not manipulated but observed as they naturally occurred in their environment. The cross-sec-

tional nature of the design meant that data was collected at a single point in time, offering a

snapshot of the state of digital competencies and teaching performance at a specific moment.

The sample consisted of 87 university students from a public university in Maracaibo, Zulia, Ve-

nezuela. These students were selected through non-probabilistic convenience sampling. This

sampling method was chosen for its ease of access to participants and the feasibility of the

study given the time and resource constraints. Although non-probabilistic, this approach pro-

vided relevant and valuable information about the topic under investigation.

It is important to note that no specific university was mentioned in the study to ensure the ge-

neralization and validity of the results. By not specifying the institution, biases related to specific

university characteristics were avoided, allowing the findings to be applicable to other similar

institutions. This approach minimized confidentiality risks and focused the study on the main

subject rather than institutional details, facilitating comparison with other studies and contribu-

ting to a broader, more generalizable knowledge base.

Inclusion criteria required that participants be university students currently enrolled in higher

education programs at the selected institution, with at least a basic level of digital competencies.

Informed consent was provided to students, detailing the purpose of the study and their rights,

including confidentiality and the option to withdraw if they did not wish to complete the survey.

First-year students were excluded due to their lack of relevant experience with teaching perfor-

mance and digital competencies. Additionally, those unable to provide full informed consent

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or with limited exposure to digital competencies were excluded to maintain the validity of the

study's results.

For data collection, the survey technique was used, and the instrument was a structured digital

questionnaire containing specific information on the relevant variables, dimensions, and indi-

cators for the study. This enabled a systematic and organized collection of data. The reliability

of the questionnaire was confirmed through Cronbach's Alpha coefficient, which yielded a value

of 0.975, indicating high reliability and internal consistency of the instrument used.

The collected data were processed using SPSS version 27, a robust statistical tool that facilitated

a detailed analysis of the relationships between digital competencies and teaching performance.

This software allowed for both descriptive and inferential analyses, providing a solid foundation

for the study's conclusions.

Results

After processing the data, descriptive analyses were conducted to provide an overview of the va-

riables. Subsequently, inferential analysis methods were applied to evaluate the correlation between

digital competencies and university teaching performance. This approach allowed for a detailed

examination of the relationship between the two variables and how they interrelate. Below are the

tables with the results, which clearly illustrate the connection between teachers' digital competencies

and their performance in the university context, offering a comprehensive view of the findings.

Table 1

Digital Competencies

Note: Own elaboration (2024).

Table 1 presents the results for the variable "digital competencies" along with each of its dimen-

sions. It is observed that 85.1% of the respondents consider that professors’ "search and mana-

gement" of information is at a moderate level, while 14.9% express that it is deficient. Regarding

the "information literacy" dimension, 82.8% of the participants believe that teachers have a mo-

derate level, while 17.2% indicate it is deficient.

Levels

Search and

management Information literacy Communication and

development Digital content

creation

F % F % F % F %

Deficient 13 14,9 15 17,2 30 34,5 16 18,4

Moderate 74 85,1 72 82,8 53 60,9 61 70,1

Efficient 0 0 0 0 4 4,6 10 11,5

Total 87 100 87 100 87 100 87 100

Technological competencies and the academic performance of university students

108

Savier Fernando Acosta Faneite

For the "communication and development" dimension, 60.9% of respondents think that pro-

fessors are at a moderate level, while 34.5% believe it is deficient. Finally, in the "digital content

creation" dimension, 70.1% of respondents state that professors are at a moderate level, with

18.4% considering them deficient.

Table 2

University Professors' Performance

Note: Own elaboration (2024).

Table 2 displays the results for the variable "teaching performance" with its dimensions. It is ob-

served that 50% of the respondents consider that teachers' "content mastery" is at a moderate

level, 30.7% deem it efficient, and 19.3% rate it as deficient. Regarding the "pedagogical mediation"

dimension, 52.3% view it as moderate, 35.2% consider it efficient, and 12.5% rate it as deficient.

For the "use of instructional resources" dimension, 46.6% of respondents place it at a moderate

level, and 38.6% find it efficient; however, 14.8% categorize it as deficient. Finally, in the "con-

textualized evaluation" dimension, 58% of respondents indicate that professors are at a mode-

rate level, 22.7% consider it efficient, and 19.3% rate it as deficient.

Table 3

Correlation between digital competencies and university professors' performance.

Note: Own elaboration (2024).

Niveles Content mastery Pedagogical

mediation

Use of instructional

resources

Contextualized

evaluation

F % F % F % F %

Deficient 17 19,3 11 12,5 12 14,8 17 19,3

Moderate 44 50 45 52,3 41 46,6 51 58

Efficient 26 30,7 31 35,2 34 38,6 19 22,7

Total 87 100 87 100 87 100 87 100

Digital

competency

Teaching

performance

Spearman's

Rho

Digital

competency

Correlation coefficient 1 0,356**

Significance (Two-tailed) - 0,001

N 87 87

Teaching

performance

Correlation coefficient 0,356** 1

Significance (Two-tailed) 0,001 -

N 87 87

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Table 3 reflects the results analyzing the relationship between the variables "digital competen-

cies" and "teaching performance" using Spearman's correlation coefficient, a suitable method

for evaluating relationships between ordinal variables or when a normal distribution of data

cannot be assumed. This statistical technique allowed for the measurement of the strength and

direction of the association between the study's variables of interest.

The results show that the Spearman correlation coefficient between digital competencies and tea-

ching performance is 0.356. This value indicates a moderate positive correlation, suggesting that

as digital competencies of teachers increase, their performance tends to improve as well. The two-

tailed significance associated with this coefficient is 0.001, indicating that this correlation is statistically

significant, meaning that the likelihood of this result being obtained by chance is very low.

The Spearman correlation analysis reveals a positive and significant correlation between digital

competencies and teaching performance. This provides empirical evidence of how the deve-

lopment of digital competencies positively impacts the quality of teaching performance. It high-

lights the importance of fostering these skills in the current educational context to improve

teaching effectiveness. The high reliability of the questionnaire used and the detailed data analy-

sis through SPSS software enhance the validity of these findings and provide valuable recom-

mendations for educational practice and institutional policy formulation..

Discussion

The results obtained in this study support the assertions of Callejas et al. (2016), who emphasize

that digital competencies for educators include a crucial set of knowledge and skills necessary

to effectively integrate technology into the educational environment. These competencies are

fundamental for achieving teaching objectives, enhancing teachers' ability to facilitate learning

and adapt to the demands of the modern educational context.

This aligns with the view of Flores & Garrido (2019), who describe digital competencies as an

organized and creative set of technologies that facilitate student learning. Additionally, Callejas

(2016) argues that digital literacy involves not only the development of skills but also the acqui-

sition of knowledge, attitudes, values, and ethics in the use of ICT, with the aim of maximizing

the use of resources available on the Internet.

Baldomero (2022) highlights that digital competencies for higher education instructors include in-

formation literacy, which encompasses the ability to navigate, filter, evaluate, and manage digital in-

formation. The importance of digital communication and collaboration is also emphasized, involving

online interaction, participation, and collaboration, as well as the use of netiquette and digital identity

management. Digital content creation is another key competency, involving the integration and re-

finement of platforms, content development, and adherence to copyright and licensing regulations.

Acevedo et al. (2020) add that acquiring these digital competencies is crucial in the 21st century,

as it facilitates information searching, collaboration, content creation, and the design of met-

Technological competencies and the academic performance of university students

110

Savier Fernando Acosta Faneite

hodological strategies to optimize learning. Castro & Artavia (2020) also highlight how these

skills enhance administrative tasks and teaching organization, promoting the comprehensive

development of students.

Díaz & Loyola (2021) complement this view by noting that digital competencies include internet

searching, data management and evaluation, interpersonal interaction, content creation, and

data protection. Together, these findings underscore the importance of digital competencies,

which extend beyond mere technological tool usage to encompass fundamental aspects ne-

cessary for effective and secure performance in the modern educational environment.

On the other hand, the results obtained regarding teaching performance align with observations

from Acevedo et al. (2020), who highlight that teaching performance manifests in the act of

teaching, considering both the characteristics of students and the efforts required for the tea-

cher's professional growth. This directly impacts student learning.

García & Acosta (2012) argue that the goal of teaching performance is to develop students'

cognitive skills and achieve high educational quality standards through practices adapted to

social realities and student needs, promoting comprehensive development.

Soria et al. (2020) add that teaching performance involves the ability to handle complex clas-

sroom situations, which depends on students' psychosocial resources and the teacher's skills

and attitudes in specific contexts. Optimal performance is demonstrated when the teacher mas-

ters the content, applies effective pedagogical mediation, and utilizes instructional and evalua-

tive resources tailored to student needs.

Acosta & Barrios (2023) complement this view by noting that a good teacher must master the

subjects, prepare lessons adequately, have experience with learning resources, and show respect

for others. Soria et al. (2020) also emphasize the importance of pedagogical mediation in crea-

ting a conducive learning environment, managing content, motivating students, and appro-

priately using educational and technological resources.

Lastly, Cuentas et al. (2021) highlights that other factors positively influencing teaching perfor-

mance include job satisfaction, relationships with students, parents, and administrators, and wi-

llingness to collaborate. In summary, teachers are responsible for seeking, finding, and utilizing

a variety of resources to enrich the learning environment. They must adapt their technological

strategies to motivate students and consider individual learning needs to improve their clas-

sroom performance.

Conclusions

The results show that the Spearman correlation coefficient between digital competencies and

teaching performance is 0.356, indicating a moderate positive correlation. This correlation sug-

gests that as teachers' digital competencies increase, their performance also improves. However,

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not all teachers fully leverage the advantages and opportunities offered by digital tools, high-

lighting the need to elevate digital competencies to ensure better teaching outcomes. The bi-

lateral significance associated with this coefficient is 0.001, indicating that this correlation is

statistically significant, meaning the probability that this result occurred by chance is very low.

The positive and significant correlation between digital competencies and teaching performance

underscores the importance of enhancing these skills to boost educational quality and profes-

sional performance in the university context. This finding emphasizes that teachers with higher

digital competencies are not only more efficient in integrating technologies into their teaching

methods but also more effective in facilitating learning and adapting to technological and social

changes. Therefore, fostering these competencies is essential for achieving more effective and

enriching education.

To achieve this goal, it is recommended to implement continuous training programs in digital

competencies for university teachers. Educational institutions should invest in technological in-

frastructure and provide adequate resources and technical support to enable teachers to de-

velop and update their digital skills. Additionally, promoting a culture of innovation and

continuous learning, where educators feel motivated and supported to explore new digital tools

and methodologies, is crucial. Regular evaluation and feedback on the use of ICT in the clas-

sroom can also help identify areas for improvement and ensure that digital competencies are

used effectively to enhance teaching performance and, ultimately, educational quality.

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Integration of the use of information and

communication technologies

in the tracking process

Integración del uso de las tecnologías de

información y comunicación

en el proceso de enseñanza

How to cite: Rosales, V. J. A. (2025). Integration of the use of information and communication techno-

logies in the tracking process. Revista Digital de Investigación y Postgrado, 6(11), 115-125. https://doi.org/

10.59654/wr9mgs28

Juan Acacio Rosales Vivas

hhttps://orcid.org/0009-0000-9635-5399

El Piñal, Táchira state / Venezuela

* Master's Degree in Educational Management, Universidad Nacional Experimental del Táchira, Barinas – Venezuela.

Bachelor’s Degree in Education, specialization in Mathematics, Universidad Nacional Experimental de los Llanos

Occidentales Ezequiel Zamora, Barinas – Venezuela. Universidad Politécnica Territorial Agro Industrial del Estado

Táchira (UPTAIET, San Cristóbal – Venezuela). University Higher Technician in Information Technology, UPTAIET, San

Cristóbal – Venezuela. Teacher at the Universidad Politécnica Territorial Agro Industrial del Estado Táchira, El Piñal

Campus. Contact Email: Aparte17@gmail.com .

Received: September / 3 / 2024 Accepted: October / 23 / 2024

https://doi.org/10.59654/wr9mgs28

116 Juan Acacio Rosales Vivas

Abstract

The learning process in educational institutions is the result of the development and society

changes in benefic of the state. For this reason, the education system require changes to adapt

to the needs of the education environment. With the digital age, the technologies are been

used in all spaces of the daily life, including education, they are more frecuent, because it can

be used it inside or ourside the classroom. In that sense, the porpouse of this investigation is

manager to analize the technological tools used for the integration of ICT in the teaching pro-

cess. The theoretical context that underpins the research contributed to the description of theo-

ries and concepts based on the technological tools implemented by teachers for pedagogical

development. The research was developed with a qualitative methodology, with an interpretive

approach, under the hermeneutic method in order to collect information from bibliographic

reviews. It is concluded that there are various technological tools known to students, but they

are not addressed in a timely manner by teachers. They help in collective work, self-training,

research, critical and reflective thinking, developing creative skills and actively participate in the

development of the class.

Keywords: Integration of ICT in education, technological tools in pedagogy, pedagogical deve-

lopment of ICT, Educational innovation with ICT.

Resumen

El proceso de formación de las instituciones educativas es el reflejo del desarrollo de la so-

ciedad y de los cambios sociales en beneficio del Estado. Para ello, se requiere del sistema

educativo que se adapte a las necesidades del entorno educativo. Con la era digital, el uso

de las tecnologías en todos los espacios de la vida cotidiana incluyendo el educativo se hace

más frecuente, ya que, son muchas las herramientas tecnológicas que se pueden usar dentro

y fuera del aula de clase. En este sentido, el propósito de esta investigación está dirigido a

analizar las herramientas tecnológicas usadas para la integración de las TIC en el proceso de

enseñanza. El contexto teórico que fundamenta la investigación contribuyó a la descripción

de teorías y conceptos basados en las herramientas tecnológicas implementadas por los do-

centes para el desarrollo pedagógico. La investigación se desarrolló con una metodología

cualitativa, de enfoque interpretativo, bajo el método hermenéutico a los fines de recabar la

información desde las revisiones bibliográficas. Se concluye que existen diversas herramientas

tecnológicas conocidas por los estudiantes, pero no se abordan de manera oportuna por los

docentes. Ayudan en el trabajo colectivo, la autoformación, la investigación, el pensamiento

crítico y reflexivo, a desarrollar habilidades creativas y participar activamente en el desarrollo

de la clase.

Palabras clave: Integración de TIC en la educación, herramientas tecnológicas en la pedagogía,

desarrollo pedagógico de las TIC, Innovación educativa con TIC

Revista Digital de Investigación y Postgrado, 6(11), 115-125

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117

Introduction

ICTs are developing in all areas of society, where new methods and technological forms are

being incorporated to help individuals in their daily lives, fostering dependence on technologies

in scientific, work, social, and educational activities. In this way, the integration of ICTs in the pe-

dagogical process is continuously growing, creating innovative resources for actors to use in

the school environment, as stated by Araya & Majano (2022), "The use of technological tools

and the application of the virtual classroom in the didactic process are means that facilitate

learning" (p.5).

Thus, the integration of ICTs in education promotes personalized learning, based on the fact

that each student has different realities and learns in different ways, encouraging the develop-

ment of creative skills, autonomy, and responsibility for developing knowledge, critical and re-

flective thinking, problem-solving, through the teaching strategies of educators in learning

spaces, with educational technological tools that are available and easily accessible to the actors

involved in the pedagogical act.

In this sense, digital resources in the educational field for the integration of ICTs are feasible for

both teachers and students, facilitating communication among the actors in the process. These

include various technological tools with or without web connection, with diverse applications in

the educational field. These range from virtual environments, software, and educational games,

to information search and sharing, apps, multimedia content, and online communication.

Furthermore, these technological tools are used for solving academic activities through the con-

sensus of ideas, in interactive forms, in real-time, and remotely. Hence, the need arises to identify

the technological resources to be applied by teachers that adapt to the content in order to ad-

dress individual weaknesses presented during the class.

It is important for teachers to update themselves in this digital area to reduce the gap caused

by technological illiteracy among educators. Since innovations in didactic resources are not alig-

ned with teacher training, while young people, as digital natives, handle technologies naturally

from home. They use mobile devices, computers, and tablets with multiple applications for the

development of their daily and academic activities.

In this context, the current teaching process is traditional, oriented toward fulfilling objectives,

as classical exams and mechanistic learning prevail to achieve subject approval. This limits the

effective incorporation of ICTs in classrooms due to teachers' resistance to educational innova-

tions. This contributes to the practice of banking education and students' reluctance to use ICTs

as a medium for sharing knowledge inside and outside the classroom.

Therefore, the researcher decides to intervene in the issue that daily arises in classrooms, mo-

tivated by the lack of technological strategies in the educational process. Hence, the following

question arises: What technological tools are used for the integration of ICTs in the teaching

Integration of the use of information and communication technologies in the tracking process

118 Juan Acacio Rosales Vivas

process? These tools should be directed by teachers in a didactic way to improve students' aca-

demic performance, enhance sociability, and promote comprehensive education to keep up

with the digital age.

Methodology

The methodology applied is framed within the qualitative paradigm using an interpretative ap-

proach, with the aim of analyzing the technological tools used for the integration of ICTs in the

teaching process. The design employed is documental, through consultations of authors in

peer-reviewed journals available on the web over the last 9 years, which provide an updated

view of technological innovations in the educational field.

In this regard, keywords were used, including: integration of ICTs in education, technological

tools used in pedagogy, pedagogical development in ICTs, and educational innovations with

ICTs. Likewise, an inductive-deductive analysis was conducted for data treatment.

Results

The integration of ICT has fostered human dependence in all daily activities of society, according

to Montoya et al. (2019). Therefore, education and the teaching process must stay at the fore-

front of the digital age, as mentioned by Flores (2020), "The information and knowledge society

has driven the use of information technologies in our work, personal, and academic activities"

(p. 45). In this way, in the academic field, ICTs are the means through which the teacher uses

any technological resource so that the actors socialize knowledge before, during, and after the

pedagogical act, through didactic strategies that enhance the teaching process.

In the field of education, the application of ICT by teachers and students presents a wide variety

of resources for educational spaces, according to Toro (2017). First, without web connectivity,

mobile devices, computers, and tablets can be used as technological tools to watch videos, use

software and educational games, slideshows, infographics, and multimedia content. Terms such

as gamification emerge: it involves teaching and solving problems through educational games

that motivate students to learn in a creative way, according to Espinoza et al. (2023).

At the same time, technological resources with internet use offer a range of technological tools,

such as virtual environments like Moodle, Canvas, and Classroom: these allow teaching classes

and workshops remotely, sending multimedia content, assigning activities, tracking tasks, and

evaluations. They also allow forums and personalized tutoring. During activities, students can

interact with the teacher in real-time and also with each other to create any content.

Similarly, with internet use, interactive courses, multimedia content, virtual libraries, educational

software, online training, and personalized tutoring are available, allowing for the assignment

and evaluation of academic activities, improving collaborative work, and individual learning, as

stated by Pandolfi (2024). Additionally, AI-powered chatbots create systemic learning processes

Revista Digital de Investigación y Postgrado, 6(11), 115-125

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119

to reinforce the unique aspects of each student, according to Caballero & Brítez (2024).

Similarly, Mejias & Gómez (2017) point out that internet use in the daily activities of society is

very frequent, and in the educational field, it is used by both students and teachers as a means

to transmit or search for information to develop a topic, learn new content, or reinforce what

was learned in class, as highlighted by Gómez et al. (2021) and Céspedes et al. (2020). Further-

more, there are many pedagogical activities (educational games, forums, chats, videos, among

others) for online study and continuous learning, providing teachers with the ability to constantly

update their academic training, as stated by Caballero & Brítez (2024) and Kerr & Mckensy

(2022).

On the other hand, in this digital era, the educational realities of students shape the teaching

and learning process, the level of comprehension, and decision-making, improving individual

activities effectively, as noted by Céspedes et al. (2020). In the technological field, with a variety

of innovative resources, the teacher must train and educate students in the use of ICT tools, as

mentioned by Tapia et al. (2023). Moreover, they bring significant advantages such as persona-

lized training using social networks, reinforcing content through multimedia forms available on

the web, simulation of practices, and collaborative work, as noted by Montoya et al. (2019).

In the same way, the correct use of social networks in the educational field brings benefits as it

makes the teaching process more flexible, according to Chávez & Barahona (2024). The student

takes ownership of the learning process based on their learning level and becomes involved in

study communities through video and interactive chat, allowing them to attend conferences,

workshops, and personalized tutoring, which increases class participation and dialogue for edu-

cational purposes among peers, as noted by Gil & Calderón (2021) and De La Hoz et al. (2015).

Moreover, social networks create paradigms for teaching methods, with WhatsApp, YouTube,

or Facebook being the most used networks for entertainment or personal interests, as noted

by Céspedes et al. (2020). They are also used as study groups for common activities, sharing

content (chat, audio, video, and text), and conducting academic practices or training workshops

in real-time from different locations, as noted by Gil & Calderón (2021).

Flores (2020) emphasizes that through ICT tools, the contents of one or more curricular units

can be made known, offering students multimedia activities and participatory classes that cap-

ture their interest in learning, according to their learning channels and styles. Reinforcing content

at home can be improved through didactic strategies recommended by teachers using ICT

tools for the topics assigned in class, creating study autonomy in the learning process, as noted

by Montoya et al. (2019).

In this regard, the constant use of the virtual world requires an innovative and technologically

updated teacher. The educational field presents a challenge due to the existing digital divide

between teachers and students, as noted by Pandolfi (2024) and Kerr & Mckensy (2022). Hence,

there is a need for teachers to constantly train through various virtual platforms available on

Integration of the use of information and communication technologies in the tracking process

120 Juan Acacio Rosales Vivas

the internet, which provide information on various topics to develop pedagogical skills in the

area of ICT, as stated by Caballero & Brítez (2024).

Finally, the integration of ICT tools during class development should establish clear planning

regarding what is intended to be achieved by using the technological resource. Additionally,

time management should be organized before, during, and as a reinforcement after the peda-

gogical act. Furthermore, processes should be incorporated to provide technical support to

students during the use of technological tools, as noted by Cerna & Maguiña (2022). Likewise,

the relevant resource should be selected based on the content that is functional for the class

and well-known by the students. All of this requires constant updating of teaching staff for the

effective use of ICT during the teaching process.

Discusion

In the new technological landscape, teachers are immersed in a pedagogical paradigm where

the teaching process faces challenges with the incorporation of ICT as a means to present con-

tent. This article addresses alternatives proposed by various authors that provide answers to

which technological tools are used to integrate ICT into the teaching process, utilizing techno-

logical resources with or without internet connection for the development of teaching work.

Educational institutions must innovate to become attractive to students, streamline educational

processes, and make them more effective and efficient.

To begin, regarding digital resources, Araya & Majano (2022) mention that there are many te-

chnological tools that allow teachers to innovate in content development. At the same time, Iz-

quierdo (2021) points out that resources implemented as didactic strategies that allow the

transmission of knowledge in an enjoyable and engaging way for students can be considered

a technological innovation in class development.

In fact, Montoya et al. (2019) state that all these devices, such as phones, tablets, and computers,

are used by individuals in their daily lives. However, the use of these resources in the pedagogical

field enables meaningful learning, as related to Flores et al. (2024) and Gómez et al. (2021). Ad-

ditionally, the use of educational software on these technological devices in specific curricular

units provides great relevance in achieving objectives for class development, as noted by Flores

(2020).

Thus, it is affirmed that within ICT tools, there are resources, software, and games used in the

pedagogical act without an internet connection to solve various academic activities. In this con-

text, teachers incorporate videos and slides through video beams to display content. They use

educational games for different tasks such as recognizing letters, teaching addition, learning

languages, and more. They also download books and virtual libraries for reading and research

offline, both in and out of class, aiming to create innovative pedagogical processes that engage

students' interest in the class and improve academic performance, in line with Paredes et al.

(2024).

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121

On the other hand, with the incorporation of the internet as an ICT tool, there is greater capacity

for using technological resources, software, information search, and online learning. Thus, the

internet has enabled technological advancement, leading to the emergence of the digital age.

Izquierdo (2021) portrays the internet as a new vision of teaching due to its ability to interconnect

borders through the virtual world and the vast amount of available content: chat, audio, video,

text, and images, which can be used remotely, in any space, and in real time, as emphasized by

Kerr & McKensy (2022); Mejias & Gómez (2017); Céspedes et al. (2020).

Furthermore, given the potential of the internet in the academic field, teachers, using different

virtual platforms, can generate didactic strategies for the teaching process that strengthen critical

thinking, self-education, continuous research, and the proper use of technological resources at

home, as discussed by Mesa et al. (2019) and Cerna & Maguiña (2022). Therefore, it is argued

that the internet breaks the barriers of the traditional classroom, creating new learning envi-

ronments without existing borders, with multidisciplinary content in multimedia forms for diffe-

rent students, each with their own limitations, in real time.At the same time, with the use of the

internet, social networks emerged as the most widely used communication technological tool

in all areas of society and as a teaching process for students and teachers. Authors Gil &Calderón

(2021); Chávez & Barahona (2024); Flores et al. (2024) reflect on how these new study environ-

ments allow participants to create autonomy based on their learning pace, enabling knowledge

sharing through collaborative workspaces where everyone contributes to solve academic acti-

vities assigned by the teacher.

Also, De La Hoz et al. (2015) emphasize the importance of collaborative work manifested in so-

cial networks, where through virtual groups, students self-learn, learn from their peers, and con-

tribute knowledge of the content studied in real-time (Céspedes et al., 2020). Based on the

above, the researcher affirms that social networks, when properly used in the teaching process,

influence the creation of students with independent learning processes and stimulate teamwork

by providing real-time content to build consensus in the development of academic activities.

Regarding the teacher's role, Flores et al. (2024) and Montes (2023) highlight that teachers must

be researchers, guides, and mediators who help students understand their realities, reinforce

what they've learned, and contextualize it with the environment around them to obtain useful

learning in the pedagogical field and in their professional, social, and cultural lives (Cerna &

Maguiña, 2022). Similarly, a creative teacher produces positive results by seeking different ways

to plan, including ICT in the pedagogical work through clear objectives, a methodological and

technical process of what, how, and when ICT tools will be used to develop the class, as pointed

out by Gómez et al. (2021) and Acuña et al. (2024).

Rosendo et al. (2023) argue that educational institutions, according to their technological ca-

pabilities and existing realities, are experiencing changes by incorporating innovative resources

into the training process. At the same time, Paredes et al. (2024) state that teachers must break

the paradigm of traditional teaching methods because, in some cases, the technological illiteracy

of teachers reduces the use of didactic resources in the teaching process. However, with the

Integration of the use of information and communication technologies in the tracking process

122 Juan Acacio Rosales Vivas

use of a systematic process through virtual environments where they are trained in technological

skills, it may help reduce the existing gap, according to Rosendo et al. (2023).

Therefore, the analyzed articles reveal that there are different tools for integrating ICT into the

teaching process during the student's training period. They also demonstrate that technologies

are widely known and used by students to assist in the development of various academic acti-

vities. In fact, it is affirmed that technology helps foster independent learning for students and

creates new learning environments.

Nevertheless, there are currently limitations when incorporating ICT into the teaching process

due to the lack of teacher training in managing technological resources. Teachers are not pre-

pared to use technology in their daily activities, as they do not have technical support on how

and when to apply technological resources in the classroom. To address this, teachers must be

encouraged to engage in continuous research and use of ICT tools in the teaching process.

Finally, the benefits of correctly applying ICT tools in learning spaces result in participative, re-

search-driven students with the capacity to innovate in the academic process, allowing them to

take research beyond the knowledge provided by the teacher, with multiple applications and

virtual environments for students' self-education in any area of knowledge, and applying it in

daily contexts.

Conclusions

The ICT tools are the means by which teachers socialize content in a creative, multimedia, real-

time, and remote manner. Therefore, these technological resources, such as mobile phones,

computers, and tablets, can be used without internet connection in the development of the

lesson, projecting educational videos, scientific content, and various information, in addition to

slides, infographics, games, and educational programs that simulate interactive exercises and

activities.

On the other hand, technological devices with internet connection offer scientific information

in multimedia form or in updated and interactive digital databases, distance learning, educa-

tional games and software, emails, chat, blogs, virtual environments, and social networks. All of

this helps reinforce students' weaknesses and needs, motivate interest in individual learning,

and promote idea exchange between peers and teachers.

Furthermore, virtual environments such as Moodle and Classroom provide distance learning

processes with interactive and personalized classes, allowing for activity scheduling and eva-

luation recording. Similarly, social networks create study communities or groups for collaborative

work, consensus-building of ideas, and information exchange between students and teachers

via WhatsApp, Facebook, or various applications found on the web.

Additionally, there are educational games and software that simulate real-life content, such as

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Duolingo (an app for learning languages), along with programs for coloring, vowels, puzzles,

math, and physics simulators, among others. These devices allow access to various applications

like slides, infographics, educational videos, forums, and conferences, which can be incorporated

as didactic strategies in the pedagogical act through tutoring between teachers and students

inside and outside the classroom.

Finally, the integration of ICT tools into the teaching and learning process will directly depend

on the teacher’s training and preparation in this area. Therefore, it is recommended that edu-

cators continually update and research the use of ICT tools in teaching, enabling the inclusion

of innovations during the pedagogical act to create competitive educational programs in the

digital age, helping students build autonomous learning processes and develop both collabo-

rative and individual work.

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Reading for understanding: The impact of

narrative texts in primary education

Leer para comprender: el impacto de los textos

narrativos en la educación primaria

How to cite: Leal, S. A. J., Aviles, R. A. & Villalobos, F. L. (2025). Reading for understanding: The impact

of narrative texts in primary education. Revista Digital de Investigación y Postgrado, 6(11), 127-141.

https://doi.org/10.59654/z5shzw95

Adalegnis Avilés Rangel

https://orcid.org/0000-0002-6345-8321

Maracaibo, Zulia state / Venezuela

* Master's student in Educational Research, Universidad Pedagógica Experimental Libertador (UPEL), Venezuela.

Diploma in University Teaching, Instituto Universitario Adventista de Venezuela. Bachelor's in Social Communication,

Specialization in Audiovisual Journalism, Universidad del Zulia (LUZ), Venezuela. Professor, Universidad Pedagógica

Experimental Libertador, Maracaibo – Venezuela. Contact Email: alexdrjls@gmail.com

** Doctor in Educational, Universidad Pedagógica Experimental Libertador (UPEL), Venezuela. Master's in Educa-

tional Informatics, Universidad Rafael Belloso Chacín (URBE), Venezuela. Bachelor's in Basic Education with an Emp-

hasis on Natural Sciences and Environmental Education, Universidad de Pamplona, Colombia. Bachelor's in Basic

Education with an Emphasis on Natural Sciences and Environmental Education. Professor Researcher Universidad

Metropolitana de Ciencia y Tecnología, UMECIT, Panamá city - Panamá. Contact Email: adaviles33@gmail.com

*** Doctor in Educational Sciences, Universidad Fermín Toro - (UFT). Master's in University Education, Specialization in

Higher Education, UFT. Specialist in Research Methodology, Universidad Rafael Urdaneta (URU – Venezuela). Bachelor's

in Education, Specialization in Language and Literature, Universidad Católica Cecilio Acosta (UNICA – Venezuela). Pro-

fessor, Universidad Pedagógica Experimental Libertador, Maracaibo – Venezuela. Contact Email: lizvilfer69@gmail.com

Alexander Javier Leal Sulbarán

https://orcid.org/0000-0002-8356-4746

Maracaibo, Zulia state / Venezuela

Lisbeth Villalobos Fernández**

https://orcid.org/0009-0006-9873-0993

Maracaibo, Zulia state / Venezuela

Received: July / 17 / 2024 Accepted: August / 30 / 2024

https://doi.org/10.59654/z5shzw95

128 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

Abstract

The objective of the study was to analyze the impact of narrative texts on reading comprehen-

sion in primary school students. The methodology adopted was documentary in nature, where

30 documents related to reading were analyzed. The study explored the connections between

pleasurable reading and comprehension, identified both internal and external difficulties affec-

ting reading, and evaluated the benefits of narrative texts.The results highlight the importance

of narrative texts in the development of reading comprehension and suggest effective strategies

for its improvement. It was concluded that reading comprehension in students is positively in-

fluenced by exposure to narrative texts, which foster imagination, enrich vocabulary, promote

empathy, and stimulate critical thinking. Additionally, various internal and external difficulties

that affect reading comprehension were identified, such as lack of motivation, cognitive diffi-

culties, and a low vocabulary level.

Keywords: Reading comprehension, reading difficulties, primary education, narrative texts.

Resumen

El objetivo del estudio fue analizar el impacto de los textos narrativos en la comprensión lectora

en estudiantes de educación primaria. La metodología adoptada fue documental, en la que se

analizaron 30 documentos sobre la lectura, se exploraron las conexiones entre la lectura pla-

centera y la comprensión lectora, se identificaron las dificultades internas y externas que afectan

la lectura, y se evaluaron los beneficios de los textos narrativos. Los resultados subrayan la im-

portancia de los textos narrativos en el desarrollo de la comprensión lectora y sugieren estra-

tegias efectivas para su mejora. Concluyendo que la comprensión lectora en estudiantes se ve

positivamente influenciada por la exposición a textos narrativos, los cuales fomentan la imagi-

nación, enriquecen el vocabulario, promueven la empatía y estimulan el pensamiento crítico.

Además, se identificaron diversas dificultades internas y externas que afectan la comprensión

lectora, como la falta de motivación, dificultades cognitivas y un bajo nivel de vocabulario.

Palabras clave: comprensión lectora, dificultades lectoras, educación primaria, textos narrativos.

Introduction

In 21st-century educational management, teachers must promote comprehensive reading in

primary education through innovative strategies and digital tools, creating a dynamic environ-

ment. Comprehensive reading facilitates intellectual and personal development by providing

access to information and fostering critical thinking. According to Acosta & Barreto (2023), mo-

dern educational management should focus on applying strategies to cultivate a love for re-

ading, leveraging digital technologies that enhance comprehension through interactive and

multimedia texts. Additionally, it is necessary to provide teacher training in educational techno-

logy. Collaborating with teachers, families, and the community is key to creating an educational

environment that promotes comprehensive reading and develops competent and passionate

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129

Reading for understanding: The impact of narrative texts in primary education

readers in primary education.

Reading is fundamental for the holistic development of children, providing them with access to

knowledge, expanding their vocabulary, fostering their imagination and critical thinking, and

promoting their participation in society. In this regard, Rivera et al. (2023) state that, in primary

education, reading comprehension becomes essential, as children must acquire the ability to

read fluently and comprehensively to handle the variety of texts in their academic and personal

lives.

According to Palma (2023), narrative texts, such as stories, fables, legends, myths, and novels,

play a fundamental role in this process. These texts allow children to develop their imagination

by transporting them to fantastical worlds, foster empathy by understanding the emotions and

motivations of characters, learn about different cultures and values, enrich their vocabulary, and

enhance their critical thinking by reflecting on the actions and values conveyed in the stories.

According to Paredes & Paredes (2023), to promote reading comprehension through narrative

texts, various strategies can be employed, such as reading aloud, formulating questions and

answers, conducting reading comprehension activities, and encouraging primary students to

create their own narrative texts.

These approaches suggest that narrative texts are a powerful tool for developing reading com-

prehension in primary education. According to Puche & Acosta (2024), it is essential for educators

to implement varied strategies to maximize the benefits these texts offer, providing children with

the opportunity to enjoy a wide range of stories that enrich their reading experience.

Furthermore, the researchers’ experience indicates that among the difficulties observed in

primary students with poor reading comprehension are manifested in various ways and can

be evidenced through different indicators, one of the most apparent being difficulty unders-

tanding the meaning of words and phrases they read, which is reflected in slow and choppy

reading. Additionally, these children often struggle to make connections between ideas pre-

sented in the text, which prevents them from understanding the plot or the overall message

of the story.

In this sense, Leal (2023) states that among the difficulties caused by poor reading comprehen-

sion is the inability to extract relevant information from texts. Students may have problems iden-

tifying main ideas, important details, or cause-and-effect relationships within the narrative.

According to Blanco & Acosta (2023), this translates into a lack of deep understanding of what

they are reading and an inability to apply the acquired knowledge to other situations.

Additionally, Maina & Papalini (2023) argue that the lack of reading comprehension in primary

school children may be related to difficulties in language development, deficits in cognitive skills

such as memory or attention, or even environmental factors like the lack of support at home

or in school. It is important to address these difficulties comprehensively by providing persona-

130 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

lized interventions that help children develop the necessary skills to understand and enjoy re-

ading.Finally, the study focused on analyzing the classical theories proposed about reading, es-

tablishing the connections between pleasurable reading (narratives) and reading comprehension

in primary students, uncovering the difficulties that students face while reading, categorized as

internal and external, and determining the benefits of narrative texts for improving reading skills.

Methodology

The study was of a documentary type, which, according to Díaz (2011), is defined as a process

of collecting, analyzing, and synthesizing information from written and audiovisual sources. A

total of 30 documents were reviewed, including scientific articles, books, and postgraduate and

doctoral theses. The currency of the documents was not considered, as the scope of the review

extended from classical theoretical propositions to the most recent research.

Techniques such as bibliographic review and content analysis were used to investigate how na-

rrative texts improve reading comprehension in primary students. These techniques allowed

for the identification of key patterns in the literature, revealing that narrative texts enrich voca-

bulary, stimulate critical thinking, and foster empathy.

Instruments such as bibliographic cards and summary cards facilitated the organization and

synthesis of information, ensuring a solid foundation for analysis and conclusions. The study

concluded that exposure to narrative texts is essential for improving reading comprehension in

students, providing an effective framework for developing cognitive and emotional skills in pri-

mary education.

Results

The findings from the documentary review provide a detailed and structured view of the different

dimensions and relevant aspects of the study topic. These categories are the result of a thorough

analysis of existing literature, allowing for the identification and classification of the main elements

influencing the studied phenomenon. Through this process, a deeper and more comprehensive

understanding of the factors, concepts, and relationships involved in reading comprehension and

the use of narrative texts in primary education is achievedle.

Table 1

Classics of theoretical propositions on reading

Author Year Postulates Analysis

Emilia

Ferreiro 2016

Reading and writing are construc-

tive processes that children engage

in based on their prior knowledge

and interaction with their environ-

ment.

Ferreiro highlights the role of constructivist prin-

ciples in literacy development, stressing how

prior knowledge and social experiences shape

children's reading and writing skills. His ap-

proach has significantly influenced literacy tea-

ching practices in primary education.

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Reading for understanding: The impact of narrative texts in primary education

Note: Own elaboration (2024).

The consulted authors agree that reading is a complex process involving the interaction of va-

rious factors. However, each author offers a different perspective on the reading process. Ferreiro

and Smith focus on the role of the reader in constructing the meaning of the text. Solé proposes

a model that considers the characteristics of the text, the reader's skills, and the context.

De Certeau views reading as a creative activity. Meanwhile, Bruner emphasizes the importance

of the reader's engagement in the learning process. In summary, the ideas of these authors

provide a comprehensive view of the reading process and offer a solid foundation for teaching

reading in primary education.

Table 2

Links between pleasurable reading (narratives) and reading comprehension in primary school

students.

Frank

Smith 1990

Reading is a process of prediction

and verification. Readers use their

prior knowledge to predict what

they are going to read and then

check their predictions as they pro-

gress through the text.

Smith emphasizes the active role of the reader

in the reading process. His theory has contribu-

ted to the understanding of how readers cons-

truct the meaning of the text.

Isabel Solé 1992

Reading comprehension is a com-

plex process that involves the inte-

raction of three levels: the text, the

reader, and the context.

Solé proposes a model of reading comprehen-

sion that takes into account the characteristics of

the text, the reader's skills, and the context in

which reading occurs. His model has been useful

for understanding the factors that influence re-

ading comprehension..

Michel

Certeaul 2008

Reading is a creative activity in

which the reader constructs their

own meaning from the text.

De Certeau conceives of reading as a process of

meaning-making. His approach has contributed

to the understanding of reading as a critical and

creative activity.

Jerome

Bruner 2003

Reading is a form of discovery-

based learning. Readers learn by in-

teracting with the text and

constructing their own understan-

ding of it.

Bruner emphasizes the importance of the re-

ader's participation in the learning process. His

theory has contributed to the development of

teaching strategies that promote reading com-

prehension.

Author Year Postulates Analysis

Jeanne

Chall 1983

Pleasurable reading is an important

factor in the development of re-

ading proficiency. Children who

read for pleasure are more likely to

develop stronger reading compre-

hension skills.

Chall was one of the first researchers to high-

light the importance of pleasurable reading for

reading comprehension. Her research has de-

monstrated that children who read for pleasure

have larger vocabularies, better decoding skills,

and a deeper understanding of the text.

132 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

Note: Own elaboration (2024).

The consulted authors converge on the idea that pleasurable reading has a significant influence

on the development of reading proficiency in primary education students. This practice not only

involves an act of enjoyment but also carries a range of tangible benefits for the holistic deve-

lopment of the individual in the reading domain. As children immerse themselves in pleasure

reading, they have the opportunity to naturally expand their vocabulary by encountering new

words in meaningful and engaging contexts.

Additionally, this experience helps improve their decoding skills by exposing them to a variety

of texts and literary styles, which strengthens their overall comprehension of the text and their

ability to extract meaning from what they read. This approach also promotes smoother reading

fluency and a more agile reading pace, as children are more engaged and motivated when

they enjoy what they are reading.

Furthermore, fostering a positive attitude towards reading from an early age can have a sig-

nificant impact on long-term academic performance. Students who enjoy reading tend to

dedicate more time and effort to this activity, which, in turn, reinforces and consolidates their

reading skills. In short, pleasurable reading is not only a recreational activity but also a po-

werful tool for the growth and holistic development of students in the realm of reading pro-

ficiency.

Stephen

Krashen 2013

Free reading is essential for language ac-

quisition and the development of reading

proficiency. Children who read for plea-

sure are more likely to develop greater

fluency and deeper reading comprehen-

sion.

Krashen is a proponent of free reading and

argues that children learn to read better

when they engage with material that inte-

rests and motivates them. His theory has

contributed to the development of reading

programs that promote pleasure reading in

schools.

Isabel

Solé 1992

Pleasure reading is a powerful tool for

promoting reading and improving re-

ading comprehension. Children who read

for pleasure are more likely to develop a

positive attitude towards reading and be-

come independent readers.

Solé has developed a reading comprehen-

sion model that includes motivation as an

important factor. His model has contributed

to understanding how pleasure reading can

enhance reading comprehension.

Richard

Allington 2006

Pleasure reading is a key factor for aca-

demic success. Children who read for en-

joyment are more likely to achieve better

results on academic performance tests.

Allington has conducted research demons-

trating that pleasure reading is linked to

better academic performance across va-

rious subjects. His research has contributed

to the promotion of pleasure reading as a

tool for enhancing learning in schools.

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Reading for understanding: The impact of narrative texts in primary education

Table 3

Benefits of narrative texts

Note: Own elaboration (2024).

Table 3 presented offers a holistic and detailed understanding of how narrative texts positively

impact reading comprehension in primary school students. By supporting each benefit with re-

levant theories from the educational and psychological fields, it provides a solid foundation for

understanding the underlying mechanisms behind these advantages.

From information processing theory to a focus on socio-emotional and cognitive development,

it explores how exposure to narrative texts facilitates the mental organization of information,

promotes empathy, enriches vocabulary, stimulates critical thinking, and fosters creativity. Mo-

reover, the detailed analysis highlights how these benefits translate into educational practice,

Benefits Relevant theory Analysis

Development of

story comprehen-

sion

According to information processing

theory, narrative texts provide a clear

structure that helps students organize and

retain information, facilitating their unders-

tanding of the story.

Narrative texts allow students to practice

identifying narrative structure, predicting

events, and understanding cause-and-effect

relationships, which enhances their ability to

comprehend and retain information.

Empathy and

understanding of

characters

From a socio-emotional development

perspective, exposure to complex charac-

ters in narrative texts allows students to

practice empathy and understand the

emotions and motivations of others.

By understanding the experiences and pers-

pectives of characters in narrative texts, stu-

dents develop skills to infer mental states and

better comprehend the complexities of

human relationships, which fosters empathy

and emotional awareness.

Vocabulary

enrichment

Language processing theory suggests that

exposure to a wide variety of words in

meaningful contexts facilitates the learning

and retention of new words, which enri-

ches students' vocabulary.

Narrative texts provide a wealth of vocabu-

lary that challenges students to infer the

meaning of unfamiliar words from context,

thereby expanding their lexical repertoire

and improving their overall comprehension

of the texts.

Promotion of

critical thinking

According to cognitive development

theory, narrative texts stimulate critical

thinking by encouraging students to reflect

on the characters' decisions, moral dilem-

mas, and the underlying themes of the

story.

By analyzing key elements of narrative texts,

such as conflicts, characters, and themes,

students develop skills to evaluate informa-

tion, make connections between ideas, and

form their own opinions, which strengthens

their critical thinking and analytical abilities.

Stimulation of ima-

gination

From the perspective of cognitive develop-

ment theory, narrative texts foster imagi-

nation and creativity by offering fictional

worlds and vivid characters that spark stu-

dents' curiosity and interest.

As they immerse themselves in the stories

and characters of narrative texts, students

develop skills to visualize scenarios, antici-

pate events, and create connections between

fiction and their own experiences, which sti-

mulates their imagination and creativity.

134 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

showing how students develop reading comprehension skills as they engage with narrative texts

in the classroom, which in turn influences their academic performance and appreciation for re-

ading.

Table 4

Difficulties in schoolchildren’s reading, classified as internal and external

Note: Own elaboration (2024).

Table 4 provides an overview of the possible difficulties that students may face in their reading

process, addressing both internal challenges and those arising from the school environment

and pedagogical strategies used. When considering internal difficulties, obstacles that students

themselves may experience are examined, such as difficulties in word decoding, lack of reading

fluency, comprehension problems, as well as limitations in vocabulary and prior knowledge.

These internal difficulties can be influenced by individual factors, such as cognitive ability, prior

learning experiences, and the emotional development of students.

On the other hand, when exploring external difficulties, challenges arising from the school en-

vironment and pedagogical strategies employed are analyzed, such as the lack of adequate

educational resources, the quality of the curriculum and instruction, as well as the lack of support

and motivation from educators. These external difficulties can have a significant impact on the

reading learning process, influencing students' motivation, engagement, and academic perfor-

mance. Together, this comprehensive analysis provides a deep understanding of the various

factors that can affect students' reading abilities and highlights the importance of addressing

both internal and external aspects to promote effective reading development.

Type of difficulty Description

Internal

Lack of motivation Lack of interest in reading, lack of emotional connection with the content, per-

ception of reading as a boring or irrelevant task.

Cognitive difficulties Attention, memory, linguistic processing, or decoding skill problems that hin-

der text comprehension.

Low vocabulary level Limitations in knowledge and understanding of words, which hinder overall

comprehension of the text and the inference of meanings.

Emotional difficulties Stress, anxiety, or insecurity that can affect concentration and comprehension

during reading.

External

School environment Lack of access to appropriate reading materials, an unstimulating learning en-

vironment, or lack of support and motivation from teachers.

Pedagogical strategies Inadequate teaching approaches, lack of diversification in teaching methods,

absence of activities that promote reading comprehension.

Type of reading Inappropriate texts for students' reading competence level, lack of variety in

genres and topics, excessive reading material.

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Reading for understanding: The impact of narrative texts in primary education

Discussion

When reviewing the theories that frame the object of study and the elements connected to it,

an initial explanation is provided on how the classical theories on reading contribute to esta-

blishing appropriate strategies using narrative texts to improve reading comprehension. In this

regard, Ferreiro (2016), known for her research on literacy processes and the acquisition of writ-

ten language in children, presents her ideas on the construction of knowledge and reading

comprehension as an active and constructive process. These ideas inform strategies that en-

courage student participation in meaning-making from narrative texts.

Meanwhile, Smith (1990), recognized for his theory on the natural learning process of reading,

highlights the importance of immersion in meaningful texts and learning through understanding,

rather than memorization or decoding. He proposes strategies focused on exposing students

to a wide variety of significant narrative texts and developing deep comprehension skills.

Similarly, Solé (1992), who has extensively researched teaching reading comprehension and

constructing meaning from texts, suggests that her ideas on teaching through metacognitive

strategies, such as self-regulation and monitoring, can be useful in designing activities that help

students reflect on their comprehension and employ effective strategies while reading narrative

texts.

For his part, de Certeau (2008), focusing on cultural theory and everyday practice, offers ideas

on interpretation and appropriation of texts, which can be relevant to reading comprehension.

His concepts of reading as a creative activity and the reader's reinterpretation of texts can inspire

teaching approaches that promote active interpretation and personal connection with narrative

texts.

Bruner’s (2003) analysis has significantly contributed to the field of cognitive psychology and

education, emphasizing the importance of narrative in learning and understanding. His theories

on narrative structure and the role of narrative in meaning-making can inform strategies that

utilize narrative texts to facilitate comprehension, such as modeling narrative structure and

analyzing key elements of a story.

When addressing the links between pleasurable reading (narratives) and reading comprehension

in primary school students, Chall (1983) emphasized the importance of intrinsic motivation in

reading and how the enjoyment of reading can drive readers' engagement and interest. Thus,

pleasurable reading fosters a conducive environment for practice and exposure to a variety of

texts, which contributes to improved reading comprehension through increased fluency and

familiarity with different writing styles and genres.

Likewise, Krashen (2013) proposed his theory of comprehensible input, which holds that readers

improve their comprehension and acquisition of language skills when they engage with texts

that are both interesting and understandable to them. In this way, pleasurable reading provides

136 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

a meaningful and relevant reading experience for readers, enhancing their motivation and fa-

cilitating comprehension while expanding their vocabulary and language knowledge.

For Solé (1992), it is important to create a pleasant and motivating reading environment in the

classroom to promote reading comprehension. Pleasurable reading is based on personal choice

of texts and the freedom to explore different topics and genres, which can boost readers' self-

esteem and willingness to engage with reading, ultimately improving their comprehension.

Allington (2006), on the other hand, highlighted the relationship between the amount of reading

and reading comprehension, arguing that students who read more tend to better understand

what they read. Therefore, pleasurable reading promotes a positive attitude toward reading

and the willingness to read regularly outside school hours, increasing exposure to different types

of texts and strengthening comprehension skills over time.

Referring to the benefits of narrative texts in fostering reading comprehension, Ccoa (2023) sta-

tes that the development of story comprehension is fundamental for reading comprehension,

as it involves the ability to understand the sequence of events, identify characters, understand

their motivations, and anticipate outcomes. Ascencio, Gonzales, Ibañez & Ascencio (2023) argue

that by being exposed to narrative texts, students practice identifying narrative structure, im-

proving their ability to organize and retain information. Furthermore, familiarity with different

types of plots and narrative structures helps them anticipate events and understand cause-

effect relationships, contributing to a deeper understanding of the story as a whole.

Regarding empathy and understanding of characters, Acosta (2024) points out that it is impor-

tant for teachers to foster empathy in students, as these are fundamental aspects of reading

comprehension, allowing students to emotionally connect with the story and understand the

motivations and emotions of the characters. In this regard, Bort & Gil (2023) suggest that when

exposed to complex characters in narrative texts, students practice empathy by putting them-

selves in the characters' shoes and understanding their experiences and viewpoints. This skill

not only improves comprehension of the story but also fosters emotional awareness and

strengthens social and relational skills.

Additionally, when analyzing vocabulary enrichment, Rivera et al. (2023) consider this element

decisive for reading comprehension, as a wide range of words facilitates understanding of com-

plex texts and recognition of implicit meanings. Therefore, Ccoyo & Turpo (2023) emphasize

that by exposing students to a variety of words in meaningful contexts through narrative texts,

they improve their vocabulary by deducing the meaning of unknown words from the context.

This, according to Cieza (2023), strengthens their ability to understand and retain information,

as well as express themselves more precisely and effectively, both orally and in writing.

Regarding the promotion of critical thinking, Leal (2023) states that it is important for reading

comprehension as it involves the ability to analyze, evaluate, and question the information pre-

sented in the text. Hence, according to Chacaguasa & Larreal (2023), by interacting with the

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Reading for understanding: The impact of narrative texts in primary education

fundamental elements of narrative texts, such as conflicts, characters, and themes, students de-

velop skills to evaluate information, make connections between ideas, and form their own opi-

nions. This strengthens their ability to think critically and analytically, which improves their

understanding of complex texts and their capacity to apply critical thinking in other areas of

life.

As for the benefits of narrative texts for improving students' reading comprehension, Quezada,

Aravena, Maldonado & Coloma (2023) consider that stimulating the imagination is fundamental

for reading comprehension, as it involves the ability to visualize scenarios, anticipate events,

and create connections between fiction and reality. In this regard, Ccoyo & Turpo (2023) explain

that by immersing themselves in the stories and characters of narrative texts, students develop

the ability to imagine situations and events, which helps them comprehend and remember the

information presented in the text. This not only enhances reading comprehension but also sti-

mulates creativity and abstract thinking.

Similarly, when addressing the reading difficulties faced by students, classified as internal and

external, starting with those related to students (internal), Herrera & Villafuerte (2023) point out

that these are connected to a lack of motivation, which can inhibit the student’s interest and

engagement with reading, hindering the development of comprehension skills. Therefore, re-

cognizing this difficulty allows for the implementation of strategies using interesting and relevant

narrative texts to increase the student’s intrinsic motivation and foster a pleasant learning envi-

ronment.

According to Acosta (2023), cognitive difficulties, such as problems with attention or memory,

can affect a student’s ability to process and comprehend the information they read. In this re-

gard, Juana & Mateo (2023) argue that by acknowledging these difficulties, narrative texts with

clear and coherent structures can be employed to facilitate comprehension and reduce the

cognitive load on the student.

For Chacaguasa & Larreal (2023), a low level of vocabulary can limit the understanding of com-

plex texts. Therefore, using narrative texts rich in vocabulary and providing activities that foster

the expansion of the student’s lexicon help overcome this difficulty while also strengthening re-

ading comprehension.

Additionally, according to Acosta & Blanco (2022), emotional difficulties, such as stress or anxiety,

can interfere with a student’s ability to concentrate and understand what they read. Incorpora-

ting narrative texts that address relevant emotional topics and providing a supportive emotional

environment can help students feel more comfortable and engaged with reading.

Regarding external difficulties, Juana & Mateo (2023) indicate that the school environment can

influence reading comprehension through factors such as the availability of resources, the sup-

port from teaching staff, and the reading culture in the classroom. This suggests that recognizing

the importance of the school environment allows for measures to be implemented that create

138 Alexander Javier Leal Sulbarán, Adalegnis Avilés Rangel & Lisbeth Villalobos Fernández

a conducive atmosphere for reading comprehension, including the use of narrative texts that

reflect the diversity and interests of students.

Additionally, pedagogical strategies used by teachers present challenges, as they can signifi-

cantly affect students' reading comprehension. Incorporating narrative texts into the curriculum

and using pedagogical approaches that encourage participation, reflection, and discussion

about the texts can improve both comprehension and enjoyment of reading. Ascencio et al.

(2023) argue that the type of reading selected can influence students' comprehension and in-

terest. Meanwhile, Paredes & Paredes (2023) suggest that by choosing narrative texts appro-

priate for the student's skill level and interests, comprehension difficulties can be overcome,

promoting a rich and meaningful reading experience.

In this regard, Bruner (2018) asserts that narrative texts play a fundamental role in enhancing

reading comprehension in primary school students by offering a rich and immersive reading

experience. These texts present stories that capture readers' imaginations, transporting them

to fictional worlds where they can explore diverse situations, characters, and settings.

Moreover, Bruner (2015) believes that by immersing themselves in these narratives, students

not only improve their ability to comprehend the literal meaning of what they read, but also

develop more advanced comprehension skills, such as inference, prediction, and interpretation.

The structure of narrative texts, which often includes an introduction, a development, and a

conclusion, provides students with a clear framework for following the sequence of events and

understanding their relationships.

Finally, narrative texts provide primary school students with an effective platform to enhance

their reading comprehension by offering an engaging and meaningful reading experience that

fosters the development of key cognitive and emotional skills.

Conclusions

Analyzing the classic theories proposed on reading reveals that the classic theories suggested

by prominent researchers such as Emilia Ferreiro, Frank Smith, Isabel Solé, Michel de Certeau,

and Jerome Bruner provide a deep understanding of the theoretical foundations underpinning

the reading process. These authors offer a variety of perspectives addressing important aspects

of reading development, such as language acquisition, text comprehension, and meaning for-

mation. Their theoretical contributions are fundamental to understanding how students cons-

truct meaning from the texts they read and how educators can design effective strategies to

promote reading comprehension in the classroom.

Regarding the links between pleasurable reading and reading comprehension in primary stu-

dents, the results show a direct connection between pleasurable reading, especially through

narrative texts, and the improvement of reading comprehension in primary students. In this

sense, authors such as Jeanne Chall, Stephen Krashen, Isabel Solé, and Richard Allington have

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Reading for understanding: The impact of narrative texts in primary education

highlighted how reading for pleasure not only increases motivation and interest in reading but

also strengthens comprehension skills, vocabulary, and reading fluency. These findings unders-

core the importance of promoting positive and engaging reading experiences in the school

environment to cultivate competent and passionate readers.

Regarding the identification and understanding of students' reading difficulties, both internal

and external, the results indicate that they are significant for designing effective interventions

to address these barriers. Factors such as lack of motivation, cognitive difficulties, low vocabulary

levels, emotional challenges, the school environment, and inadequate pedagogical strategies

can negatively affect reading comprehension. By recognizing these difficulties and their underl-

ying causes, educators can implement differentiated and personalized approaches to help stu-

dents overcome these obstacles and improve their reading competence.

Finally, the research highlights a wide range of benefits associated with the use of narrative texts

in primary education. These benefits include the development of story comprehension, empathy

and understanding of characters, vocabulary enrichment, the promotion of critical thinking, and

the stimulation of imagination. By exposing students to a variety of narrative texts, educators can

provide meaningful learning experiences that not only enhance reading comprehension but also

promote students' overall development in multiple cognitive, emotional, and social dimensions.

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Review article

Artículos de revisión

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145

Revista Digital de Investigación y Postgrado, 6(11), 145-158

Electronic ISSN: 2665-038X

The UNA: Challenges and trends

guiding our future

La UNA: Desafíos y tendencias que

orientan nuestro futuro

How to cite: Padrón, N. D. J. (2025). The UNA: Challenges and trends guiding our future. Revista Digital

de Investigación y Postgrado, 6(11), 145-158. https://doi.org/10.59654/80pwz224

Dilia Josefina Padrón Noriega

https://orcid.org/0009-0005-0261-0034

Barcelona, Anzoátegui state / Venezuela

* Doctorate in Management, Postdoctorate in Postconventional Management, Master's in Managerial Sciences

with a specialization in Finance. Tenured Associate Professor, Universidad Nacional Abierta, Anzoategui Local

Center, Venezuela. Contact email de: diliapadron@gmail.com

Received: July / 15 / 2024 Accepted: August / 28 / 2024

https://doi.org/10.59654/80pwz224

146 Dilia Josefina Padrón Noriega

Abstract

“The UNA: Challenges and trends shaping our future" is a reflective analysis on the present and

future of higher education, with a specific focus on the National Open University (UNA). It exa-

mines the adoption of hybrid pedagogies, which play a substantial role in the educational de-

bate. The essay discusses the role of universities in being a key player in society and advocates

for a strong commitment to creativity and improvement. The future of the UNA is promising; it

can be achieved through careful planning and visionary leadership, in order to overcome cha-

llenges and establish itself as a leading institution in the training of professionals committed to

the future. Overall, this study provides a comprehensive and structured overview of university

challenges and trends, emphasizing the need for adaptation and continuous improvement in

the field of education.

Keywords: Higher Education, National Open University (UNA), hybrid pedagogies, educational

challenges.

Resumen

“La UNA: Desafíos y tendencias que orientan nuestro futuro" es un análisis reflexivo sobre el

presente y futuro de la educación superior, con enfoque específico en la Universidad Nacional

Abierta (UNA). Se examina la adopción de pedagogías híbridas, las cuales ocupan una parte

sustantiva del debate educativo. En el artículo se razona sobre el papel de las universidades a

la hora de ser el todo en la sociedad y a la defensa vehemente por una dedicación persistente

a la creatividad y la mejora. El mañana de la UNA es promisorio; se puede llevar a cabo con

una planificación cuidadosa y un liderazgo visionario, para superar los desafíos y afirmarse

como una institución líder en la formación de profesionales comprometidos con el porvenir.

En conjunto, este estudio proporciona una visión integral y estructurada de los desafíos y ten-

dencias universitarias, subrayando la necesidad de adaptación y mejora continua en el ámbito

educativo.

Palabras clave: Educación superior, Universidad Nacional Abierta (UNA), pedagogías híbridas,

desafíos educativos.

Introduction

Organizations in the 21st century have been in constant flux, aiming to adapt to the country's

realities and the new paradigms on which society has been centered. Political and economic

pressures have driven social and cultural changes that characterize Venezuelan society and,

consequently, impact both the internal and external contexts of organizations.

In this continuous state of institutional change, such transformations appear to be fixed and

not accidental; they are evident across various social domains, including the nature of social

relations, work, and particularly the development and rise of new information and communi-

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cation technologies. Additionally, the demands of economic globalization, such as quality, ti-

meliness, competitiveness, and increased access, along with the intensification of educational

globalization, call for internationalization as an active response to the globalization of know-

ledge.

In light of this reality, especially within the university context, a new vision is required. Venezuelan

universities, therefore, represent an expression of social democratization and have become a

project of interest for the Venezuelan State, especially today when society is experiencing a pe-

riod of uncertainties and ambiguities. These institutions are called upon to provide social lea-

dership and address the demands of the nation's integral development, taking on the

responsibility of participating in the construction of a new country.

Regarding these issues, dilemmas and discussions about the university's role in acting within a

society aspiring to be participatory and self-managed are prevalent within these institutions.

Thus, public and private universities are in debate, facing ruptures, challenges, readjustments,

and emerging proposals aimed at addressing the crisis, the transition, and the conceptions of

authority, knowledge, and especially the social function of these institutions. This essay analyzes

these trends and how institutions can adjust and thrive in an ever-evolving environment, requi-

ring well-planned strategies of coordination, partnerships, and proposals.

Traits and trends in the current context

The topic of globalization is widely discussed today. It is recognized as a modern social pheno-

menon, driven primarily by scientific and technological advances, especially in communication

and electronics, along with the aspirations of multinational corporations. Globalization is defined

and explained in various ways; Reyes (2008) provides some ideas that, in a way, constitute a

simplified synthesis of the meaning and scope of globalization: Globalization is a set of theore-

tical proposals that highlight two major trends: (a) global communication systems, and (b) eco-

nomic conditions, particularly those related to the mobility of financial and commercial

resources.

However, Brünner offers an interpretation of globalization as the manifestation of four pheno-

mena closely linked to one another: (a) the universalization of markets and the advancement

of post-industrial capitalism, (b) the diffusion of the democratic model as the ideal form of po-

litical organization for States, (c) the telecommunications revolution, leading to the so-called

"information society," and (d) the generalization of a cultural "climate" of the era, known as pos-

tmodernity.

Moreover, the so-called knowledge, information, and learning society in the digital age, as a

paradigm for reorganizing the forms of production, organization, management, and commu-

nication in all areas of human activity, is inaugurating new fields that have fostered the deve-

lopment of a new civilization (cultural revolution), which has been accelerated by the emergence

of the COVID-19 pandemic.

148 Dilia Josefina Padrón Noriega

In addition to the economic, productive, organizational, digital, informational, and commercial

spectrum, this phenomenon presents significant challenges in the realm of state responsibi-

lities in countries like Venezuela. The country has entered a new stage, and therefore, all its

systems and subsystems have as well. In recent years, Venezuela did not align its expectations

with the growing process of globalization, nor did it attempt to align national development

with it.

This phenomenon, which had been taking shape for several years, produced structural effects

on the economy, society, and politics, exacerbating changes in the economic model. This sce-

nario brought severe consequences for the structure of the State, with deregulating reforms

and intervention in social policy, generating sharp increases in poverty, informality, migration,

job insecurity, exclusion, and the deterioration of living conditions for the population.

Thus, one of the fundamental challenges facing higher education is to overcome these obstacles

in order to help build structural changes in the country while addressing social and environ-

mental needs. This requires appropriate curricula, content, and educational models, as well as

the adaptation of teaching qualifications to stay at the forefront of these transformations in a

dynamic way.

Liquid society, technology, and digitalization

This new 21st-century society is rapidly being built with information and communication te-

chnologies. Its foundations support daily activities across the spheres of the economy, health,

housing, food, transportation, and, of course, education. Institutions dedicated to the transmis-

sion of knowledge are compelled to incorporate these tools for both general and specialized

education; however, their integration into the educational process also presents challenges.

We are witnessing the dissolution of the human sense of social belonging, giving way to a more

defined individuality. The human being experiences independence, and society is no longer a

mere sum of individualities but the collective of those individualities. According to Bauman

(2003), we are in the context of liquid modernity, where the challenge lies in building a future

and finding solutions to contemporary difficulties, as well as understanding the new ways of

relating to knowledge that emerge in today’s dynamics.

Bauman (2003) explores the attributes of capitalist society that have endured over time and ar-

gues that everything changes from one moment to the next; we are consistent with these chan-

ges and think that nothing is permanent. We live in a present where everything is consumable

and elastic, including human beings. The values and dogmas of previous generations were solid

(as Berman noted), but today, nothing is unbreakable or fixed. This leads to significant variations

across all social, economic, political, cultural, and educational spaces.

It is therefore necessary to establish new methods and adopt tools and concepts that allow us

to engage with the emerging scenarios for knowledge and interaction between individuals. Li-

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quid learning (Bauman, 2008) is "a type of education that adapts to change," offering a wealth

of possibilities in a globalized world. It is a form of education that breaks with established solidity

and prepares individuals to live in a changing world filled with information, networked behavior,

connectivity, and engagement in communities of practice.

The adaptation of the UNA to these changes is framed within the context of the digital, know-

ledge, and information society, or learning society, embodying the voice of this liquid volatility.

This adaptation involves not only convergent and divergent dynamics but also the inclusion of

technology in academic spaces, resulting in changes in the management and production of

knowledge.

Hybrid pedagogies

In the academic realm, the experiences and lessons imposed by the COVID-19 pandemic have

led to the projection of a hybrid model in the teaching-learning process, adapted to new te-

chnologies. The teaching model at the UNA must adapt to this technology, as it allows for

synchronous and asynchronous communication across distant locations.

Thus, the hybrid concept offers an opportunity for coherence in teaching and learning, as

it implies growth and spatial-temporal stability (synchronous and asynchronous) within the

educational environment. According to Duart et al. (2008, p. 76), “this training modality is

defined by the intertwined use of presence and non-presence in the classroom. This can

only be achieved by modifying the design and teaching planning of courses and subjects.”

In this context, face-to-face interactions are integrated with the opportunities offered by digital

technology. This communicative association opens up a new didactic space, where both teachers

and students use physical and intangible tools to model meaningful learning. Hybrid pedagogy

requires a flexible curriculum that integrates in-person and virtual activities in a coherent man-

ner.

On the other hand, Graham (2006) emphasizes that hybrid learning is the fusion of two ar-

chetypal learning environments, where traditional face-to-face learning has existed for centuries.

However, the exponential growth and expansion of distributed learning environments align with

the increasing technological possibilities for distributed communication and interaction. Graham

argues that, in the past, there has been a significant contrast between these two learning envi-

ronments, using different combinations of media and methods, and targeting different audien-

ces.

The main challenge in designing and developing hybrid environments lies in understanding

that this is a new educational modality with particular characteristics. When well understood, it

can lead to the best use of both in-person and virtual possibilities. Viewing hybrid environments

as either in-person environments with virtual support elements or virtual environments with

some in-person encounters reduces the full potential of this modality.

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National university scenario

In the Venezuelan case, universities today find themselves in an increasingly complex and dyna-

mic environment, facing the challenge of changing and innovating an educational method that

presents conservationist and traditionalist characteristics at all levels and modalities of education.

In this scenario, the university organization is presented with numerous challenges, to which it

must respond both within the system itself and from the institutional position of each university.

A process of university transformation is necessary, with policies, programs, and management

styles that allow for revitalization.

Today, the higher education system has led to universities that, with few exceptions, do not

meet minimum quality standards in university functions such as undergraduate and postgra-

duate teaching, research and innovation, humanities development, artistic creation and pro-

duction, extension, and communication. This has caused distortions in the functioning of

universities, low student enrollment, insufficient funding, and a considerable loss of academic

human capital.

Venezuelan universities resist; their staff suffers from deep demotivation, induced by an admi-

nistration that imposes its manifest incapacity. Institutions lack the authority to respond to their

staff, who endure low wages that restrict their ability to face the harsh economic and social re-

alities. Students, maintaining low enrollment, struggle to participate in virtual spaces applied in

this new reality, many of them without the resources or basic services (computers, smartphones,

and connectivity) necessary for online learning. At the same time, university authorities bear

the weight of managing institutions with insufficient financial resources to maintain large infras-

tructures and obsolete technological resources.

Education from home is promoted, assuming that everyone has computers, smartphones, and

internet access, along with electricity. However, the virtualization of education faces significant

challenges, given the lack of equipment, connectivity, and economic resources, as well as limited

opportunities for technological updates. In this context, universities suffer from neglect, relying

on the goodwill of their staff to continue functioning, having been left to their fate in terms of

funding and without a national development strategy, which should be the foundation of the

role of state universities worldwide.

In this context of demands, the Venezuelan university system is called to reimagine itself with

new formats that keep it current, fulfilling its social and scientific relevance and transcending

existing boundaries. The trend is to project higher education into a “new stage, not from the li-

mits of existing transformation, but from the rupture brought by a new paradigm of lifelong

learning and knowledge management, with social responsibility” (Aponte, 2008, p. 147).

Beyond some advances and the current uncertainties, state funding for universities continues

to maintain an extremely complex environment for institutional management, forcing them to

adapt to the logic of the market and business, which undermines their educational and public

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mission. Despite this adverse framework, UNA has managed to maintain its standing, as evi-

denced by the preference of students to pursue undergraduate and postgraduate degrees.

The National Open University

The creation and launch of the UNA on September 27, 1977, did not simply represent adding

another university to the existing ones at the time. The formation of UNA embodied a bold

effort at innovation, moving from the design phase to full and regular operation through a

large-scale model that had no prior opportunity to be tested.

The proposal to establish a large distance-learning university—UNA—was initially well-received

politically. UNA emerged as an alternative for training qualified and entrepreneurial professionals

in areas crucial to social development, ensuring their integration into both national and inter-

national labor markets.

Additionally, the University has gone through various stages in its academic history. Gradually,

it has evolved, responding to the changes that have taken place in the social, political, and eco-

nomic contexts, even as it has consistently upheld the fundamental principles that form its core

pillars, allowing it to endure over time.

University innovation is therefore a necessity in today's world. Given the new realities of globa-

lization, the creation of larger economic zones, the acceleration of communications, competi-

tiveness, and the emergence of new knowledge, higher education faces significant challenges.

These can only be addressed through profound and systematic processes of change.

UNA context

Universities have been assigned various functions that, while historically they have taken on dif-

ferent forms, have nonetheless maintained a certain continuity. In recent years, the role of pro-

moting the social, cultural, and economic development of the surrounding society has been

increasingly emphasized. The current outlook forces us to view higher education through a va-

riety of contexts influenced by political variables. One such scenario includes ongoing economic

decline, reduced private-sector employment, public-sector job restrictions, and insecurity. All

these factors point to the continuation and worsening of the university crisis, compounded by

ongoing migration.

The economic crisis and its mismanagement have undoubtedly affected budgetary resources

and led to a decline in both faculty and student numbers. Additionally, it has impacted the se-

curity of university buildings, which have become targets for theft and vandalism, resulting in

the loss of technical equipment and much of the electrical, sanitary, and management infras-

tructure.

The University must develop strategies based on its distinctive capabilities, while also considering

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the social, economic, and regulatory contexts. In the proposal process, several problems affec-

ting the university were identified and grouped according to their process and substantive func-

tion. Below, the problems are outlined, followed by proposals on how these challenges can be

viewed as opportunities for UNA.

Current situation of campuses, staff, technology, and advisors/counselors

Local Centers and Support Units with damaged infrastructure and no students. •

Facilities in use and disuse. •

Need for teaching, administrative, and labor staff. •

Current need for technological infrastructure at UNA. •

Lack of connectivity. •

Obsolescence and deterioration of equipment. •

The Local Centers, which serve as the university's representation points in various states, face

similar problems across the country. These include the deterioration of physical infrastructure,

the lack of basic services like potable water and electricity, the absence of air conditioning, and

the lack of internet connectivity. Furthermore, the institution has been the victim of theft and

vandalism, with most incidents remaining unresolved. These criminal acts have led to the loss

of essential equipment and materials for university teaching, which cannot be replaced due to

budget constraints.

To describe the current conditions at UNA, one could visit any of its campuses, observe what is

seen, and fill in the name of any city. UNA shares a mirrored reality with its sister institutions.

This refers to its universe: infrastructure, teaching, labor, and administrative staff, and students.

Although some of its buildings have been empty or nearly empty in recent years, it is the human

capital that has kept the university alive. UNA should be capable of managing not only a vast

infrastructure but everything that comes with it, as it once did. However, the university has failed

to meet its obligations to provide the necessary resources, leading to the abandonment of its

facilities.

Another issue is the academic offerings, which are weak, along with the absence of students

and the lack of academic staff in several areas. This creates disorganization between adminis-

trative and academic processes and resources, leading to problems in coordinating methods

and a lack of investment in physical, technological, and human resources.

Administrative processes, such as purchasing materials, are slow, delaying the execution of tasks

and ignoring established schedules. Delays in the approval of human resource contracts and

financial allocations reduce the visibility and competitiveness of the university. Administrative

processes support core functions, but the management of these processes faces common pro-

blems, affecting multiple actors. These issues are mainly evident in the lack of administrative

staff and financial resources.

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Another key challenge is the obsolescence of technological infrastructure and the lack of con-

nectivity, which does not adequately support academic processes, leading to delays. There is a

lack of development guidelines for a virtual wellness program that would impact administrative

processes. The infrastructure is not suitable for such processes, resulting in low participation

and integration due to the absence of appropriate, well-equipped spaces where users can ac-

cess information.

Overall, there is a deficiency and insufficiency in the physical infrastructure, equipment, and

connectivity, which prevent UNA from maintaining the level of visibility and image positioning

necessary to ensure the successful execution of its core functions. This deficiency also limits the

ability to carry out various university activities freely.

Enrollment, advising/counseling, instructional material development, and evalua-

tion

Low undergraduate enrollment. •

Degree programs with few students. •

Failures in processes. •

Development of teaching resources. •

Evaluation strategies. •

The main issues affecting student enrollment at UNA are largely a result of the economic crisis

and emigration, leading to a decrease in the number of new students. Another factor impacting

students is the lack of effective communication channels with advisors, either due to a shortage

of advisors or the lack of connectivity and equipment. In addition, the absence of adequate fo-

llow-up and evaluation strategies often renders them ineffective. Students also miss opportu-

nities to participate in wellness programs, sometimes due to a lack of awareness, as they often

do not receive timely information, which leads to dissatisfaction.

UNA is current Integrated Information System has notable weaknesses. Although the system

met user demands in the recent past, the technology it relies on has become obsolete. A com-

prehensive diagnosis is needed to identify areas for improvement, which would allow for more

efficient management. Moreover, new teaching and learning guidelines must be established to

help students acquire knowledge, skills, and competencies. It is essential to move beyond the

mechanical repetition of information, which is now easily and quickly accessible.

In this context, university performance evaluations are often seen as a way to assess the know-

ledge, skills, and competencies required in future professional life, which are reflected in grades.

Currently, there is no commonly accepted model that serves as a reference for how to optimally

assess learning that takes place remotely.

Furthermore, the availability of written and digital bibliographic resources is limited. Unlike prin-

ted books, which involve significant costs for paper, ink, and printing, digital files can be copied

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thousands of times without additional expenses. However, creating, distributing, and updating

digital materials is not necessarily cheaper. The ongoing crisis has slowly integrated e-books

into university libraries, aligning with the current learning contexts where online resources are

becoming increasingly vital.

Digital technologies offer immense opportunities in terms of access, storage, and information

transmission. Digital reading environments also offer ways of presenting information that are

difficult or impossible to replicate in print, significantly altering how we read. Digital materials

can be adapted to the competency levels of individual readers, facilitating flexible learning pro-

cesses tailored to each learner's needs and development. However, empirical research indicates

that the characteristics of digital screens may also encourage less favorable reading habits and

thinking patterns.

UNA could capitalize on the benefits of modern educational technology by enhancing the de-

velopment of digital audiovisual content and adapting evaluation strategies to the nature and

characteristics of technology-mediated education.

According to an analysis of the most relevant problems in the institution's core and supporting

functions, the most recurring issues include the lack of coordination in core teaching functions,

the absence of strategies and policies in various processes, communication and information

failures, poor management, little to no allocation of resources for Local Centers, insufficient te-

chnological resources and tools, and delays in processes that integrate academics and admi-

nistration, which result in fundamental issues.

Challenges, trends, and opportunities shaping our future

The university must develop its strategies based on its distinctive strengths while also considering

the social, economic, and regulatory context. Incorporating a culture of continuous information

gathering—both internal and contextual—is essential. This information, when viewed holistically

and from a competitive perspective, allows for a strategic analysis that helps define where we

want to be in the coming years. Below, we outline the challenges and trends, and how they

present opportunities for UNA.

Current situation of facilities, personnel, technology, and advisors/counselors

Facilities in use and disuse, with deteriorated equipment, furniture, and green spaces. •

Local Centers and Support Units without students. •

Shortage of administrative and labor staff. •

Urgent need for technological infrastructure at UNA. •

Lack of connectivity. •

Obsolescence and deterioration of equipment. •

Insufficient academic staff. •

Lack of motivation. •

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Enrollment, advising/counseling, instructional material development, and evalua-

tion

Low undergraduate enrollment. •

Programs with few students. •

Process failures. •

Increase in postgraduate enrollment. •

Mixed educational system. •

Development of teaching resources. •

Evaluation strategies. •

UNA has an opportunity to align itself as an agile organization in a constant state of change to

meet its objectives in a rapidly shifting environment. This requires a high capacity for anticipation

and a decisive action-oriented mindset. The university must continuously adapt to new societal

needs and requirements, redesigning strategies for advising, supporting, and tracking students'

trajectories. Early interventions in cases of academic lag or potential dropout are essential, as

is strengthening the teaching and learning processes through didactic-pedagogical strategies

focused on meaningful learning, integrated into the curriculum.

UNA should become a university that fully leverages current educational technology, promotes

the development of digital audiovisual content, and adapts its evaluation strategies to the nature

and characteristics of technology-mediated education. Additionally, the institution must remain

competitive in teaching, research, outreach, engagement, and services.

The most complex challenge to date is to conceive and promote a new way of approaching

the university's system, with a central focus on developing human, technical, and institutional

capacities. These are essential to fulfilling new missions in an uncertain and rapidly changing

social context marked by increasing inequality. Neither an adjustment nor a reorganization of

the existing system will suffice for the current situation; the necessary change demands potent

strategies that reorganize and restructure the entire model. This change must also shift the pre-

vailing perceptions and beliefs regarding how to manage processes and with whom.

It is important to remember that organizations are led by people, and their actions depend on

their mindset. For a traditional university, it is often difficult to adapt to the accelerated changes

required by current trends and mega-trends, as these often contain contradictory and even

antagonistic elements. Reforms cannot simply be decreed; they must evolve through a process

in which multi- and transdisciplinary teams, with boldness, creativity, and cutting-edge know-

ledge, chart a path toward a future of proactive action.

Today, UNA is tasked with breaking away from entrenched paradigms and rethinking itself as

an institution essential to addressing the significant challenges of the contemporary world. NOU

should focus on training citizens capable of building a more open, fair society based on solidarity

and respect for human rights. Above all, it must become a university committed to improving

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the quality of life for the population. UNA needs to transform itself into a new, renewed, and crea-

tive institution, willing to accept and embrace the challenge of self-transformation—a challenge

that must be led both internally and externally, as the country demands it, and so does our era.

The university we want

It is possible that, without the pandemic, the changes in administrative and teaching methods

would have been slower. It is also true that universities entered this new world without adequate

preparation. However, it remains valid that institutions reinvented themselves to continue their

teaching and learning processes to the best of their ability. Faculty members used every available

tool to continue teaching their respective disciplines, demonstrating proactivity in overcoming

the technological obstacles that arose.

This is a complex reality that the university, in the current context, must face. Addressing it will

require well-coordinated and articulated strategies and plans. To move forward, a diagnosis of

UNA is current state is necessary to project its functionality.

This diagnosis will allow UNA to improve while adapting to change. It is crucial to project the

future by setting institutional, functional, and operational objectives and adjusting the organi-

zational structure to meet the demands of the times. At the same time, it is vital to recover the

functions that have been sidelined. All of this must align with current trends, challenges, and

developments in education: globalization, international dimension and cooperation, problem-

solving, capacity integration, technological change, ICT advancements, knowledge manage-

ment, and studies.

Significant challenges loom on the horizon. However, the lessons learned offer a glimmer of

hope amidst uncertainty. The path forward compels us to envision a renewed Open National

University—an institution committed to 21st-century processes that demand the use of virtual

mechanisms for the academic functions that define our university. UNA is adaptation will require

the reassessment of new competencies in administrative processes, teaching, research, outreach,

and service, many of which are already being updated.

UNA was born with a specific mission: to strengthen the higher education system by producing

graduates with clear competencies and a strong connection to the social sector. These qualities

have enabled graduates to successfully enter the labor market. UNA has fully met this mission

and now finds itself at a new stage, one that requires the reorientation of the institution to im-

plement changes and achieve consolidation.

Final reflections

This prolonged crisis presents an opportunity to collectively reflect on the University we want.

Therefore, priorities must be defined, actions guided, and efforts coordinated toward a goal

that must be both consensual and shared. It is essential, first and foremost, to work from public

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policy, as education is a public good, and as such, the State must be the primary guarantor of

the right to it. This means that the public administration must ensure the necessary conditions

for the educational community to perform its functions under any circumstances and for ever-

yone.

Secondly, collaboration as a strategy. The priority is to build solutions by recognizing the im-

portance of dialogue and shared learning, as well as the joint responsibility among the various

actors involved in the educational process. A third point refers to institutional strengthening

and capacity development. This involves promoting all actions aimed at having a stronger ins-

titution, with greater capacity to respond to the demands of an ever-changing context.

Finally, thinking with a future-oriented mindset. We must be aware of the risks that come with

failing to promote strategies that drive the transformation of the University. Viewing adversity

as an opportunity for improvement is crucial. We are facing a pivotal moment, a unique op-

portunity to embark on meaningful change, fostering equity and quality that reaffirms educa-

tion's ability not only to reform the individual but also as a tool for building a more just society.

References

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y el Caribe: Tendencias y Escenario Alternativo en el Horizonte 2021. En Tendencias de la

Educación Superior de América Latina y el Caribe. Gazzola, A. y Didriksson, A. (Editores).

UNESCO. http://www.unesco.org.ve/dmdocuments/biblioteca/publicaciones2008/LibroTEN-

DENCIAS_espanol. Pdf [Consulta: 27-01-2024]

Arias, E., Brechner, M., Perez, M. & Vázquez, M. (2020). De la educación a distancia a la híbrida:

elementos clave para hacerla realidad. Política Educativa Hablemos de América Latina y El

Caribe, Vol. 0, pp. 1–21. BID. https://blogs.iadb.org/educacion/es/eduhibrida/

Bauman, Z. (2008). Los retos de la educación en la modernidad líquida. Gedisa

Bauman, Z.(2003). Comunidad. En busca de seguridad en un mundo hostil. Siglo XXI.

Brunner, J. (2000). Globalización y el futuro de la educación: tendencias, desafíos, estrategias.

Documento presentado en el Seminario sobre Prospectiva de la Educación en América La-

tina y el Caribe (2000, agosto). http://mt.educarchile.cl/archives/Futuro_EDU%25UNESCO

2000.pdf

Duart, J. M., Gil, M., Pujol, M. & Castaño, J. (2008). La universidad en la sociedad red. UOC-Ariel

Graham, C. R. (2006). Blended learning systems. definition. current trends, and future directios.

The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3-18). San Fran-

cisco: Pfeiffer.

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Linder, K. (2017). Fundamentos de la enseñanza y el aprendizaje híbridos. Nuevas direcciones

para la enseñanza y el aprendizaje, (149). 11-18. https://doi.org/10.1002/tl.20222

Universidad Nacional Abierta. (s/f). Un modelo de innovación en Educación Superior a Distancia.

[Página Web en Línea]. Disponible: http://www.una.edu.ve/

Reyes, G. E. (2008). Teoría de la Globalización: Bases Fundamentales.

http://www.monografias.com/trabajos7/bafux/bafux.shtml

Interview

Entrevista

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Interview with Dr. Daniel Goleman

Author of the Book Óptimo*

Entrevista al Dr. Daniel Goleman

autor del libro Óptimo

How to cite: Campos, M. M. A. (2025). Interview with Dr. Daniel Goleman author of the book Óptimo.

Revista Digital de Investigación y Postgrado, 6(11), 161-164. https://doi.org/10.59654/tfxefx83

Received: August / 15 / 2024 Accepted: September / 27 / 2024

* Imaginary interview with Dr. Daniel Goleman.

** Doctor in Psychology, Atlantic International University. Doctor in Human Development Ecology, Universidad

Nacional Experimental Simón Rodríguez, Caracas - Venezuela. Postdoctoral Studies in Management, Universidad

de Yacambú. Postdoctoral Studies in Emerging Research, Universidad Tecnológica del Centro-Redit. Advisor in

Guidance, Universidad de Carabobo. Author of articles in national and international journals. Jury member and

tutor for various research projects. Associate Professor, Universidad Nacional Abierta, Lara Local Center - Venezuela.

Email address: mariauxi2502@gmail.com

https://doi.org/10.59654/tfxefx83

María Auxiliadora Campos Medina**

https://orcid.org/0000-0002-1370-4491

Barquisimeto, Lara state / Venezuela

162 María Auxiliadora Campos Medina

Abstract

Emotional intelligence, encompassing emotions, their neurological basis, and management, has

transformed fields such as education, psychology, sociology, and business leadership. Daniel

Goleman’s groundbreaking theory on emotional intelligence highlights it as crucial for personal

and professional success, on par with cognitive intelligence. In his latest book, Óptimo (2024),

Goleman presents purpose-centered strategies, offering techniques for self-awareness, cons-

cious perception, burnout management, empathy, and building collaborative teams—all within

a highly technological context to boost satisfaction and productivity. This summary introduces

an imaginary interview with Goleman, aiming to explore the key elements of Óptimo. In con-

clusion, Goleman emphasizes that a fulfilling life is closely tied to developing emotional abili-

ties.

Keywords: Óptimol, satisfaction, emotional intelligence, empathy, productivity.

Resumen

La inteligencia emocional, que abarca las emociones, su base neurológica y su gestión, ha trans-

formado campos como la educación, la psicología, la sociología y el liderazgo empresarial. La

teoría innovadora de Daniel Goleman sobre la inteligencia emocional la destaca como crucial

para el éxito personal y profesional, al mismo nivel que la inteligencia cognitiva. En su último

libro, Óptimo (2024), Goleman presenta estrategias centradas en el propósito, ofreciendo técnicas

para el autoconocimiento, la percepción consciente, el manejo del burnout, la empatía y la cons-

trucción de equipos colaborativos, todo en un contexto altamente tecnológico para mejorar la

satisfacción y productividad. Este resumen introduce una entrevista imaginaria con Goleman,

con el objetivo de explorar los elementos clave de Óptimo. En conclusión, Goleman enfatiza

que una vida plena está estrechamente ligada al desarrollo de las habilidades emocionales.

Palabras clave: óptimo, satisfacción, inteligencia emocional, empatía, productividad.

It is an honor to interview Dr. Daniel Goleman, psychologist, journalist, author, and speaker, who

has left a significant legacy in the study of emotions. He earned his Ph.D. in clinical development

psychology and personality and graduated with the distinction Magna Cum Laude, which ear-

ned him a scholarship to pursue his doctorate in psychology at Harvard University. He worked

as a writer for The New York Times in the Behavioral and Brain Sciences section for many years.

He is the author of numerous books, including the bestseller Emotional Intelligence, with over

five million copies sold and translated into 40 languages. He is also co-director of the Consor-

tium for Research on Emotional Intelligence in Organizations and has been nominated for the

Pulitzer Prize several times.

Today, we will talk with this distinguished scientist about his latest work, Óptimo: Empatía, ren-

dimiento e inteligencia Emocional, in collaboration with psychologist Cary Cherniss. This book

outlines techniques to achieve greater productivity and satisfaction, tools to address workplace

conflicts, and the alarming burnout syndrome that has brought about absenteeism, dismissals,

Revista Digital de Investigación y Postgrado, 6(11), 161-164

Electronic ISSN: 2665-038X

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Interview with Dr. Daniel Goleman author of the book Óptimo

conflicts, somatization, and mental health problems. It also examines emotional management

in various contexts, including technology.

The author explains that empathy, a core component of emotional intelligence, cannot be emu-

lated by artificial intelligence due to the complexity of the neural connections activated during

empathetic interactions—something devices and Artificial Intelligence cannot replicate.

Interviewer: In your recent work, Óptimo, you emphasize the importance of self-awareness and

emotional self-management, with realistic goals and self-motivation to achieve complete satis-

faction. What are the tools to achieve this?

Dr. Goleman: It is essential to understand emotions, to be aware of what we experience, and

the true origin of our feelings. This helps us manage them optimally, avoiding reactions that

lead to negative consequences and impulsive decisions. In Óptimo, I recommend techniques

such as deep breathing and mindfulness practice, which involve awareness of the present mo-

ment. Additionally, cultivating positive habits and maintaining an open, growth-oriented mindset

are necessary for consistency and perseverance to reach set goals.

Interviewer: Dr. Goleman, which aspects of emotional intelligence should be emphasized in uni-

versity education to optimize students' cognitive processes and improve teacher effectiveness?

Dr. Goleman: For decades, I have researched the foundations for achieving academic success.

Among them is emotional self-awareness, which involves understanding one’s emotions,

strengths, and weaknesses for better stress management. Emotional perception contributes to

academic success. Neurologically, the amygdala, which stores emotional memory, activates

under stress and interferes with the hippocampus, a brain structure related to learning and me-

mory. Therefore, there is a dual relationship: better emotional management leads to better in-

formation encoding and retrieval.

The harmonious development of the cerebral cortex also supports the regulatory activity of the

amygdala, reducing the impact of stress and anxiety on cognitive processes. It is essential to focus

emotions on realistic, well-defined, and achievable goals, with sustained motivation and the resilience

needed to overcome obstacles that often lead to poor performance, dropout, and frustration.

Moreover, social skills, such as effective communication and teamwork, are essential tools in

knowledge production, conflict resolution through group thinking, and productive learning en-

vironments in digital communities and AI-disrupted spaces. Each member can shine for their

unique skills in virtual learning and social media environments, where cooperative, empathetic,

and synergistic presence is essential.

Interviewer: According to what you explained in your recent work, emotional management con-

tributes to a state of high performance and satisfaction. Which personality traits can facilitate or

hinder this process?

164 María Auxiliadora Campos Medina

Dr. Goleman: Extroverted individuals are generally more sociable and inclined to engage in group

settings, which provides an opportunity to develop social skills like communication, empathy, and

the management of others’ emotions. People prone to neuroticism often face difficulties managing

their emotional world, as they tend to experience anxiety, sadness, anger, and irritability more in-

tensely, are more sensitive to stressors, and are consequently prone to interpersonal conflicts and

low frustration tolerance.

Likewise, people with flexible thinking can adapt to uncertain times and life transitions, such

as the disruption brought by artificial intelligence. As I mention in this publication, AI is not

static; it can develop independently of personality. Better emotional management leads to

higher performance and personal satisfaction, defined as having a productive and meaningful

day achieved through effective emotion management to balance performance and well-

being.

Interviewer: In the organizational setting, how can emotions be managed in a hyper-technological

world where empathetic communication is minimal?

Dr. Goleman: Empathy is essential for a productive and harmonious work life. There are three

types of emotional connection with others: cognitive empathy, which is understanding what the

other person feels and thinks; emotional empathy, which involves feeling what the other person

feels due to neural mirroring of the other’s emotions; and compassionate empathy, which involves

acting with compassion and support in conflict or emergency situations.

Empathy contributes to productivity by promoting a reason-emotion balance, preventing conflicts,

and fostering open, effective communication. In a tech-mediated world, empathy management

becomes a challenge, but it requires conscious device use and attention to nonverbal cues in

video calls. Genuine interest in the emotions expressed in conversations is crucial. Organizations

should offer seminars or workshops on leadership and emotional competencies, as employee sa-

tisfaction and, consequently, productivity depend on it.

We thank Dr. Goleman for the depth of his insights in this interview, where he offered us a glimpse

of his latest work, Óptimo: Cómo alcanzar la excelencia personal y laboral todos los días, co-aut-

hored with Cary Cherniss. The book emphasizes tools like deep breathing, perceptive awareness,

and empathy as essential life habits for satisfaction and performance. Addressing these themes

has a profound impact on organizational productivity, especially for universities. They must em-

brace the challenge of fostering a culture of emotional awareness, innovation, and adaptability in

a hyper-technological, ever-evolving context to prevent dehumanization in cyber society. Without

emotions and motivation, humanity risks becoming a slave to its own creation.

Reference

Goleman, D. y Chermiss, C. (2024). Óptimo: Rendimiento, empatía e inteligencia emocional. Edi-

torial Kairós.

165

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Electronic ISSN: 2665-038X

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Porecedure followed in the reception, selection and evaluation of originals

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