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Teacher Training and the Contested Literary Canon: Didactic Design in Feminist Critical Reading
This article presents the grounded design of a didactic sequence aimed at strengthening critical reading competence and argumentative writing through the teacher mediation of conflictive canonical texts from a feminist critical reading perspective. The study is situated at the intersection of literature education, teacher education, and academic literacy, and addresses a challenge that extends beyond the school classroom: the difficulty of transforming the ethical discomfort produced by certain canonical works into evidence-based textual analysis, argumentative writing, and pedagogical reflection. Methodologically, the study adopts a design-based research approach supported by pilot evidence and a writing-strategy diagnosis. The empirical basis includes a pilot intervention with 28 twelfth-grade technical-vocational students organized around García Márquez’s Memories of My Melancholy Whores, and a diagnostic writing-strategies scale administered to 71 students at the same educational level. Pilot results suggest that 53.6% of students reached an interpretive-critical level, providing situated antecedents for the redesign. Drawing on this evidence, the article proposes a five-week sequence pairing Memories of My Melancholy Whores and Pardo Bazán’s «El encaje roto» as a comparative corpus. It introduces the notions of conflictive canon archive and mask triad as mediation tools, and derives a model of professional teaching competencies transferable to initial and continuing teacher education in Language and Literature.
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Higher Education in Transformation: Innovation, Teacher Training, and Artificial Intelligence
This editorial introduces the fourth issue of Transformación Superior (TSup), corresponding to the second issue of its second year of publication. The nine articles included in this issue address some of the major challenges currently facing higher education, including the critical and ethical integration of artificial intelligence, the strengthening of faculty members’ pedagogical and digital competencies, innovation in teaching and assessment methods, educational inclusion, and evidence-based decision-making. Drawing on different disciplines and institutional contexts, the contributions examine symbiotic cognition between educators and artificial intelligence, feminist critical reading, role-playing as a professional training strategy, student trajectories in degree-completion programs, faculty development in orthodontic specialties and virtual tutoring, academic integrity, professional decision-making, and the governance of artificial intelligence in Argentina and Chile. Taken together, the articles demonstrate that educational innovation involves more than the adoption of new technologies: it requires re-examining teaching practices, recognizing student diversity, and strengthening professional judgment, critical reflection, and ethical responsibility. This issue reaffirms TSup’s commitment to research, academic exchange, and the ongoing transformation of higher education.
Governance of generative AI in higher education: tensions between Argentina and Chile (2024-2025).
This paper analyzes how the management of artificial intelligence (AI), in this case generative AI, is being configured in higher education in Argentina and Chile during the 2024-2025 period. Following the description of the opportunities and risks for higher education institutions proposed by Liu et al. (2023) and the educational policy guidelines of UNESCO (2021a), a comparative documentary analysis is carried out of: a) recent public guidelines, b) university institutional frameworks and decrees, and c) international references used as regulatory support. The analysis is organized through five conceptual keys: multilevel governance, rights approach and "human-centered AI", cognitive justice and technological sovereignty, teacher care and institutional conditions, and intersectionality of impacts. The findings show two complementary patterns: in Chile, a situated institutional response predominates, with internal regulations that operationalize traceability and academic integrity (Instituto Profesional Santo Tomás, 2025; Universidad de Las Américas, 2025; Jerez Yañez, 2025); in Argentina, on the other hand, a public orientation is observed that establishes common principles and emphasizes data protection, transparency, and human supervision (Ministerio de Capital Humano, Secretaría de Educación de la República Argentina, 2025). It concludes by proposing a regional governance agenda that translates ethical principles -such as those promoted by UNESCO (2023) and the OECD (2020)- into implementable mechanisms, preventing AI from opening a new gap between institutions with compliance capacities and those that sustain complex formative trajectories with limited resources.
Implementation and Evaluation of a Teacher Training Program for Virtual Tutoring in Occupational Therapy Practical Education
Objective: to evaluate the implementation of a teacher training program aimed at strengthening the teaching-learning strategies of professional internship tutors in synchronous virtual tutoring. Methods: an applied research study with a concurrent mixed-methods approach was conducted in the Occupational Therapy program at Andrés Bello University, Viña del Mar campus. Eleven tutors participated in three synchronous training sessions supported by a virtual manual hosted on Google Sites. Two questionnaires combining Likert-scale items and open-ended questions were administered; quantitative data were analyzed using descriptive statistics and qualitative data through thematic content analysis. Results: all participants rated the quality of the training and the overall experience as excellent. A total of 90.9% rated the training and the impact of ICT on learning as very useful, and 100% considered the topics relevant and the nine-session weekly design applicable. Ninety-one percent declared their intention to incorporate the resources into their tutoring practice. Anticipated difficulties were associated with connectivity, student attendance, and time management. Conclusions: the implementation demonstrated the feasibility and relevance of the program for strengthening tutors' pedagogical and digital competencies, providing a replicable model for technology-mediated practical training in health education. Keywords: teaching innovation, virtual tutoring, teacher training, information technologies, occupational therapy, higher education.
Evidence-based decision-making in Chilean higher education: the MITEDEC framework.
Preparing professionals capable of acting in complex contexts requires moving beyond educational models focused exclusively on the acquisition of disciplinary knowledge. Evidence-based decision-making is an integrative competence through which students select, interpret, and contrast scientific information, disciplinary knowledge, contextual factors, ethical considerations, and professional experience to justify appropriate courses of action. However, research on competency-based education, critical thinking, authentic assessment, professional judgment, and artificial intelligence has addressed these components predominantly in isolation. This article develops the Integrative Framework for the Development of Evidence-Based Decision-Making Competence (MITEDEC) through an integrative review and a conceptual synthesis process. The framework comprises five interdependent levels: institutional conditions, pedagogical processes, cognitive-professional processes, decision-making competence, and professional performance impact. Artificial intelligence is incorporated as a transversal cognitive mediation whose educational value depends on information verification, metacognitive reflection, human judgment, and ethical responsibility. MITEDEC proposes that this competence does not emerge from an isolated course or teaching method, but from a longitudinal trajectory of increasingly complex curricular, assessment, and professional experiences. Within the Chilean context, the framework provides guidance for articulating graduate profiles, learning outcomes, authentic assessment, internal quality assurance, and institutional artificial intelligence policies. Finally, it establishes foundations for future conceptual validation, operationalization, and empirical evaluation.
Academic integrity in the context of generative artificial intelligence: conceptual foundations in higher education
The objective of this article is to analyze the conceptual foundations of academic integrity against the advancement of generative artificial intelligence in higher education. The critical nexus lies in the fact that the accessibility of these technologies blurs the boundaries of traditional plagiarism, challenging current university regulations. Given this, the research question is: How are the ethical and conceptual principles of academic integrity reconfigured in today's educational environment? To answer it, three essential thematic axes are proposed: university ethical foundations, the technical-pedagogical impact of generative algorithms, and institutional prevention strategies. The methodology corresponds to a qualitative approach, with a critical-interpretative design, based on an exhaustive literature review of recent scientific production from Ibero-America. As the main finding, it is evident that traditional notions of authorship are insufficient in the face of automated co-creation, demanding an urgent conceptual update. Finally, it is concluded that mitigating fraud does not depend on technological prohibition, but on the ethical strengthening of the student, the redesign of formative evaluation, and the development of an adaptive regulatory framework that promotes a critical and honest use of artificial intelligence. Keywords: academic integrity, generative artificial intelligence and higher education.
Faculty Competency Development Program for Orthodontic Specialty Academics: Impact on Teaching Practice and Educational Quality
Pedagogical training is a key factor in ensuring the quality of postgraduate education programs in health sciences. Within the Orthodontics and Dentomaxillofacial Orthopedics Specialty Program (OODMF), a need was identified to strengthen faculty competencies related to microcurricular design and alignment, as many academic staff members possessed extensive clinical and disciplinary expertise but had limited formal training in teaching and learning. The aim of this project was to design, implement, and evaluate a faculty development program focused on enhancing pedagogical competencies for the creation of course syllabus aligned with the graduate profile and teaching-learning strategies of the program. A teaching innovation project was conducted through four stages: needs assessment, training program design, implementation, and participant evaluation. The program addressed curriculum planning, learning outcomes formulation, constructive alignment, active learning methodologies, and syllabus development. The initiative achieved high faculty participation and resulted in the revision and updating of courses syllabus improving coherence among learning outcomes, content, teaching methodologies, and assessment strategies. Participants reported positive perceptions regarding the relevance and applicability of the training, highlighting its contribution to improving educational practice. The findings suggest that the program effectively strengthened pedagogical competencies and promoted a more reflective, integrated, and learner-centered teaching approach. Furthermore, the experience underscored the importance of providing continuous professional development opportunities for faculty members in postgraduate specialty programs and supports the extension of this initiative to collaborating faculty and other specialty programs within the Faculty.
Correspondences Between Prior Pathways and Pedagogical Profiles in Degree Completion Programs
This article aims to analyze the application of the diagnostic assessment tool implemented in the Special Education Teacher Training Program at Andrés Bello University. The study uses a sample of 573 valid responses from various cohorts across three campuses: Bellavista, Concepción, and Viña del Mar. The cross-sectional study employs a mixed-methods approach, combining quantitative and qualitative data, and utilizes a 20-item multiple-choice questionnaire with one open-ended question, grounded in the ecological-functional and biopsychosocial model. The main findings reveal a marked heterogeneity in the admission profile, characterized by high performance in operational and ethical-practical notions of inclusion, in contrast to learning related to the conceptual foundations of special education, current regulations, and aspects of curriculum design. Furthermore, the statistical correspondence analysis reveals a clear association between the type of prior qualification and the assigned entry profile, with Higher Level Technicians (TNS) predominantly falling into initial risk profiles. These results are discussed in relation to the design of institutional mechanisms for differentiated leveling and early support for the various profiles
Simulate for professionalism: Role-playing as a progressive methodology for communicational competency development in psychopedagogy
Psychopedagogy training focuses mainly on assessment and diagnosis, while sometimes leaving aside the development of professional communication skills. This article systematizes two role-play experiences implemented as assessment activities during psychopedagogy practicum courses, with the aim of analyzing their contribution to the development of communication and professional decision-making competencies established in the graduate profile of the Psychopedagogy program at AIEP Professional Institute. The first experience consisted of a role-play involving the delivery of diagnostic feedback, in which the student communicated the assessment findings and recommendations to a person without technical knowledge who had participated in their Intervention and Assessment Practicum II. The second activity required students to present the case from their curricular practicum before an interdisciplinary committee, requiring them to justify and support their professional decisions before representatives of other disciplines. The analysis was conducted using a qualitative approach, combining the assessment rubrics from both activities with the students' final practicum reflections. The results reveal two complementary dimensions: in the first activity, students were challenged to balance technical rigor with the use of accessible language; in the second, they demonstrated their ability to argue for and justify the professional decisions they had made before peers from other disciplines. Both activities were highly valued by the students, who described the experience as meaningful and reported increased confidence in their professional practice. The findings suggest that role-play should be incorporated in a structured and progressive manner into the curriculum as a strategy to strengthen the communicative identity of future professionals.
Symbiotic Cognition and Artificial Intelligence in Higher Education: Implications for University Teaching Competencies
The incorporation of generative artificial intelligence systems into higher education is transforming traditional approaches to teaching, learning, and knowledge production. This scenario poses significant challenges to conventional models of teaching competencies, which are grounded in the assumption that cognitive processes depend exclusively on human capabilities. The aim of this study is to analyze the notion of symbiotic cognition as a conceptual framework for understanding emerging forms of interaction between university educators and artificial intelligence systems. A theoretical-conceptual study was conducted through a structured narrative review of specialized literature published between 2010 and 2025. The review included international academic databases and relevant publications addressing artificial intelligence, higher education, teaching competencies, and contemporary theories of cognition. The findings indicate that human–AI collaboration is fostering the emergence of new teaching competencies related to the critical supervision of algorithms, the validation of AI-generated content, algorithmic literacy, the evaluation of automated information, and the design of technology-enhanced learning experiences. In addition, the results reveal transformations in the academic role and highlight the growing need to strengthen ethical, critical, and regulatory capacities for managing shared cognitive processes. The study concludes that symbiotic cognition constitutes a relevant theoretical category for interpreting contemporary transformations in university teaching within human–AI collaborative environments. This perspective conceptualizes knowledge production as a process of functional interdependence between human intelligence and artificial intelligence and provides a conceptual foundation for future research and faculty development initiatives in higher education.
Higher education in transition: connections between the digital, the socio-emotional and professional training
Soft Skills in Dental Education: A Reflection from Problem-Based Learning and Its Link to Professional Performance”
In the current labor context, soft skills have become essential for professional performance, complementing the technical competencies traditionally emphasized in higher education. In dentistry, these skills are particularly relevant due to the relational nature of clinical practice, which requires constant interaction with patients and healthcare teams. However, their development within university training has been limited and often unsystematic, leading to a gap between labor market demands and the competencies acquired by graduates. This reflective article aims to analyze the role of Problem-Based Learning (PBL) as a pedagogical strategy for the development of soft skills—particularly communication and teamwork—and its connection to professional performance in dentistry. Based on a theoretical review and critical analysis of the literature, the study examines how educational experiences mediated by active learning methodologies contribute to the training of well-rounded professionals. The findings suggest that PBL fosters the development of soft skills by positioning students as active participants in the learning process, promoting collaboration, critical thinking, and meaningful interaction. Additionally, the need to strengthen the integration of such methodologies into higher education curricula is highlighted, in order to improve educational quality and respond to the demands of the contemporary labor market. In conclusion, the intentional development of soft skills through active methodologies is a key factor in enhancing professional performance and the quality of healthcare services.
Cybersexuality in contemporary environments: an interpretive approach based on the perceptions of university students
The research focuses on the theoretical interpretation of cybersexuality among university students, analyzing the use of technologies and social interaction media. It arises from the observation and non-educational use of these tools for sexual pleasure, revealing a consumption of sexual content that has led to new sociocultural practices in globalized societies, where individual and social differences are often overlooked. The theoretical framework is based on connectivism as a theory of the digital age, social cognitive learning theory, and sexual response theory, describing categories such as human sexual ontology and the virtuality-sexuality-education triad. Methodologically, the approach is qualitative, grounded in the interpretative paradigm, focusing on the views of Heidegger, Döring, Houghton, and Levy. Key informants were selected based on their age, being students from UNESR, their use of technology, and their voluntary interest in participating. A questionnaire and semi-structured interviews were employed for data collection. The results indicate that university students leverage their status as digital natives to learn about sexuality, enabling self-knowledge and identity construction in a virtual environment. Thus, cybersexuality serves as an emotional and social exploration space, where new forms of sexual seeking and massification provide experiences that grant a new dimension to eroticism. This sexual representation offers opportunities for learning and innovation in sexual education, highlighting the fragility of the body in contemporary youth.
Social Skills and Transversal Competencies in University Teaching: A Critical Re-reading from Contemporary Higher Education
In the context of the structural transformation of higher education, transversal competencies (CCTT) and social skills (HHSS) have been widely promoted as key axes in professional training. However, their effective integration into university teaching continues to be a source of tension between institutional discourse and pedagogical practice. This article develops a critical theoretical reflection aimed at problematizing the place of social skills in teaching practice, from an interpretive and socio-constructivist approach. Based on an analysis of scientific literature, it argues that HHSS constitute a structural—and not accessory—component of pedagogical work, directly impacting the quality of educational interaction, the classroom climate, and the development of meaningful learning. A theoretical-practical gap is identified in university teacher training, characterized by the overvaluation of disciplinary knowledge at the expense of socio-emotional competencies. It concludes that it is necessary to move towards a reconceptualization of the teaching role that organically integrates social skills as a constitutive part of academic professionalism.
University Preparation in Inclusive Leadership for School Principals: An Analysis of Postgraduate Programs
This essay critically examines the role of postgraduate university education in the development of inclusive leadership among school principals. In an educational context characterized by diversity and an increasing demand for equity, it becomes necessary to rethink leadership training models. Through a review of specialized literature, this study analyzes theoretical approaches to inclusive leadership, training practices in postgraduate programs, and the competencies required for school leadership oriented toward inclusion. The findings reveal progress in the incorporation of inclusive content; however, limitations persist in its implementation, particularly in the articulation between theory and practice and in the development of socio-emotional competencies. Additionally, the relevance of active methodologies and situated learning is highlighted as effective strategies in the preparation of educational leaders. The discussion emphasizes the need to transform postgraduate programs toward comprehensive, critical, and context-based models, especially in the Latin American context. It is concluded that university education plays a strategic role in building more equitable educational systems, provided that inclusion is addressed as a structural rather than merely discursive element.
Socio-emotional leadership in higher education: a narrative reviewabstract
This narrative review analyzes the implications of socio-emotional leadership on institutional well-being and educational quality in higher education. The identified critical knot is the persistent gap between declarative regulations and daily practice within the university's hierarchical structure. The relevance of the topic lies in the need to humanize academia in the face of volatile environments, recognizing that emotional management is a strategic governance tool. Methodologically, an interpretive synthesis was conducted under the interpretive paradigm, selecting 18 academic references published between 2020 and 2026. The main findings reveal that leadership has mutated toward psychosocial mediation, where legitimacy emanates from the congruence between political awareness and moral self-regulation. Furthermore, it was determined that academic excellence in both digital and face-to-face environments depends more on emotional support than on technological infrastructure. It is concluded that socio-emotional leadership acts as a systemic self-regulation mechanism, making it imperative to professionalize management teams in emotional literacy to guarantee 21st-century institutional sustainability and quality.
Beyond technique: attitudinal dimensions and pedagogical dissonance in the university digital transition
This article analyzes the critical role of pedagogical leadership in the digital transition of higher education, focusing on attitudinal dimensions and the pedagogical dissonance of the faculty. The primary objective is to explore how these subjective factors mediate the adoption of emerging technologies and the promotion of active learning. Under a qualitative paradigm with a bibliographic-hermeneutic design, a semi-bibliometric analysis was conducted on 14 current sources (2016-2026), distributed across three fundamental pillars: the affective dimension of leadership, the transition toward the Teacher 4.0, and critical leadership for reflective thinking.The findings demonstrate that university digitalization transcends technical aspects to become a process of identity reconfiguration. The discussion highlights that the management of emotions, subjective well-being, and the shift from "knowing" to "knowing how to be" are decisive factors in mitigating resistance to institutional change. It is concluded that pedagogical leadership acts as a humanized and ethical safeguard that guarantees educational quality in virtual ecosystems. This study contributes theoretically by proposing an emancipatory and critical leadership, projecting future lines of research on the impact of soft skills in the construction of social justice and continuous school improvement in the digital age.
Technology and organizational learning: toward an interpretation of digital talent from the perspective of university actors.
This doctoral research seeks to explore and interpret the notion of digital talent based on the lived experiences and interactions of labor actors within organizational settings. It addresses a critical issue: the need to revisit and update the theoretical, epistemological, and philosophical understanding of human talent in the face of ongoing digital transformation. The main research question posed is: How do the characteristics and experiences of labor actors shape the perception and development of digital talent within organizational learning during the digital transformation process? The study is grounded in key theoretical foundations, including organizational learning (Argyris & Schön), connectivism (Siemens), classical and contemporary administrative theories, and complexity thinking (Morin). The methodological approach is qualitative, interpretive, and phenomenological-hermeneutic, with data collected through in-depth interviews and analyzed using coding and categorization techniques. A key finding reveals that digital talent is not simply a set of technical skills, but rather a contextual and relational construct influenced by the organizational learning environment and the socio-technical dynamics between actors. As a final reflection, the study concludes that the integration of human and technological dimensions is essential for building adaptive and sustainable organizations in the digital age.
Digital Teaching Competence in Higher Education: Tensions, Approaches, and Contemporary Challenges
The digital revolution has significantly transformed university teaching, positioning teachers’ digital competence as a crucial component for ensuring the quality and relevance of higher education. Within this context, this article aims to examine how recent scientific literature defines and critically addresses digital teaching competence in higher education. The study was conducted through a bibliographic review with a qualitative–interpretative approach, focusing on the analysis of article abstracts indexed in the Scopus (n = 558) and Web of Science (n = 571) databases, published between 2020 and 2025. Following a comparative reading, the results were organized into four analytical dimensions: conceptualizations of teachers’ digital competence; configuration of the pedagogical role of university teachers; professional development and training; and emerging tensions alongside future projections. The findings reveal the coexistence of normative approaches and critical pedagogical perspectives, as well as training gaps and institutional challenges associated with the digitalization of university teaching. It is concluded that teachers’ digital competence should be understood as a dynamic, contextualized, and ethically grounded construct, whose strengthening requires comprehensive training strategies and sustained pedagogical reflection in higher education.
Experience with Community Engagement (Community Education) in Higher Education Institutions in Miami and its Applicability in the Chilean Context
In higher education, Community Engagement (CME) enables bidirectional interaction with one's surroundings and responds to society's needs and challenges. This process is realized through various strategies, such as collaborative projects, outreach activities, applied research, and continuing education programs. By fostering a dynamic and reciprocal relationship, universities not only enrich their academic work but also contribute to the sustainable development of the communities in which they operate.
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Ethical and Meaningful Integration of ICT and Artificial Intelligence in Social Work Education
This teaching innovation project aims to integrate Information and Communication Technologies (ICT) and Artificial Intelligence (AI) in a relevant and meaningful way into the Social Work program at the Santo Tomás Professional Institute. The initiative seeks to strengthen digital competencies and enhance the professional preparation of both teachers and students by promoting an ethical, critical, and contextualized use of emerging technologies. A diagnostic phase was conducted through surveys administered to 7 instructors and 52 students, using Likert scales adapted from Agreda et al. (2016). Based on this analysis, two main products were developed: a dossier of ICT + AI tools classified according to pedagogical functions, and an ethical regulatory protocol designed to guide responsible AI use in academic settings. Findings revealed that although instructors show a positive attitude toward ICT, they possess limited mastery of AI for pedagogical purposes. Students reported intensive use of AI tools, particularly ChatGPT, yet demonstrated limited ethical awareness. The implementation of both resources enhanced participation, learning quality, and digital equity within the program. Overall, the experience contributed to establishing a replicable model that supports the ethical and reflective integration of emerging technologies in social work education.
information and communication technologies
Integration of active and differentiated strategies considering learning styles in technical dental training
This teaching innovation project aimed to incorporate active and differentiated pedagogical strategies based on the learning styles of first-year students of the Dental Technician program at CFT Santo Tomás, Curicó campus. Using the VARK questionnaire, learning preferences were diagnosed, and strategies were designed according to the principles of Universal Design for Learning (UDL), promoting accessibility and flexibility. An educational audiobook was implemented as a complementary resource in the Preclinical Workshop module to enhance auditory comprehension and motivation. Results showed an average improvement between 0.5 and 1.0 points in post-intervention evaluations and a highly positive perception from students, highlighting the usefulness of the resource and suggesting visual materials as reinforcement. The project reaffirms the effectiveness of inclusive and differentiated approaches to enhance participation and academic performance in higher technical education.
The comic as a didactic tool for promoting critical and reflective thinking in physiotherapy students: a multidimensional approach with artificial intelligence and the teacher as researcher.
This theoretical article explores the potential of comics as an innovative pedagogical resource to foster critical and reflective thinking in first- and second-level physiotherapy students at the Instituto Universitario de Tecnología Elías Calixto Pompa (IUTECP), specifically within the curricular units of Reading and Comprehension and Critical and Reflective Thinking. It is based on the premise that clinical complexity demands multidimensional thinking, integrating biopsychosocial, ethical, and communicative aspects. Through a conceptual analysis grounded in specialized literature, the article proposes a didactic model that incorporates: (1) graphic narrative as a facilitator of deep reflection; (2) artificial intelligence as a tool to personalize and assess learning; and (3) the role of the teacher as a researcher of their own practice. The article identifies gaps in the literature regarding the systematic application of visual media in physiotherapy and suggests the need to develop pedagogical frameworks that coherently integrate these dimensions within the Venezuelan context.
Design of a Virtual Manual as a complementary teaching resource in the training of Veterinary Medicine students in the General Surgery subject at the Concepción campus of the San Sebastián University.
Practical surgical training in veterinary education presents ongoing challenges due to ethical, logistical, and pedagogical constraints that limit students’ active participation in real procedures. In the General Surgery course at Universidad San Sebastián (Concepción, Chile), students face restricted patient availability, limited operating room access, and reduced opportunities to assume primary surgical roles. These conditions frequently generate stress, anxiety, and uncertainty, hindering the development of essential clinical and technical skills. To address this issue, the Teaching Innovation Project designed a Virtual Surgical Manual integrating audiovisual capsules, step-by-step technical guides, demonstrations of aseptic techniques, surgical preparation, and basic suture patterns. A diagnostic survey was administered to 50 students, achieving a 90% response rate. Results indicated that 77.8% did not feel capable of performing surgery independently, 91.1% expressed the need for improved and expanded learning materials, and 83.7% believed that a virtual manual would enhance their learning experience. Following the implementation of the audiovisual resource, an exit survey revealed strong content retention (87%–100% correct answers) and highly positive student perception: 97.9% considered the manual useful, and 87.2% stated that it would reduce stress and anxiety when facing surgical procedures. The project demonstrates that a virtual manual is an effective, accessible, and pedagogically coherent tool aligned with current needs in veterinary education.
Teaching Innovation Project Based on the Flipped Classroom Approach for the Development of Critical Thinking in the Course “Psychopedagogical Assessment” of the Special Education Teacher Training Program.
The Universidad San Sebastián, Concepción campus, through its Special Education Teacher Training Program, is implementing an innovation process aimed at strengthening students’ analytical and reflective competencies. Within this framework, the course Psychopedagogical Assessment from a Multidimensional Model has identified a need to improve critical thinking due to deficiencies in analysis, inference, and evaluation skills. This leads to the guiding question: how can critical thinking be enhanced in special education teacher candidates through the implementation of a Flipped Classroom strategy? The project proposes a flipped instructional plan combining digital pre-class resources—micro-videos, guided readings, and quizzes—with face-to-face sessions focused on critical discussion, case analysis, and collaborative problem solving. This approach aligns with institutional educational principles and national policies that promote reflective teachers capable of responding to diversity within inclusive learning environments. The theoretical foundation draws on Bloom’s revised taxonomy, Piaget’s constructivism, Vygotsky’s sociocultural theory, and Facione’s critical thinking model, all essential for designing active and meaningful methodologies. Impact will be assessed using the CCTST, perception surveys, and performance in authentic tasks to measure autonomy, reflection, and argumentative ability. The implementation of this strategy is expected to significantly strengthen students’ critical thinking and contribute to the professional preparation of future teachers, enhancing the quality of inclusive education in Chile.
Active Methodologies in University Legal Education: Comparative Analysis with Traditional Methodology and Theoretical Support
University legal education faces the challenge of responding to a social, professional, and academic context characterized by complexity and constant change. In this scenario, the persistence of traditional methodologies focused on the transmission of normative content proves insufficient for the training of competent professionals. This article aims to analyze the contribution of active methodologies in university legal education, contrasting them with traditional methodology and theoretically supporting their application. The study adopts a qualitative, theoretical-descriptive approach based on documentary analysis of specialized literature in higher education pedagogy. The results show that active methodologies, supported by approaches such as competency-based education, meaningful learning, constructivism, experiential learning, action research, and andragogy, promote student participation, the development of professional competencies, and meaningful learning. It is concluded that the systematic incorporation of active methodologies represents a relevant pedagogical alternative to overcome the limitations of the traditional model in legal education.
Trends in the research skills of university professors: A bibliometric review
Research skills in university teachers are essential to ensure quality education, promote critical thinking and encourage the advancement of knowledge in their respective disciplines, through research teachers can update their knowledge, improve their teaching practices and provide solutions to social and academic problems, which revealed the need to analyze the trends in research skills of university teachers, for which it is necessary to know the evolution and behavior of publications, authors, countries and research perspectives in this field, this objective together with the proposed methodology shows as main results that the analysis of research skills in teachers revealed a significant panorama in the development of these skills over time, that collaboration between authors was notable, with an average of 2.99 co-authors per document and 10.9% of international co-authorships, which suggested a growing interconnection in educational research at a global level. However, a gap persists between theoretical research competencies and their practical application in the educational context, which requires critical reflection on teacher training and the effective implementation of these competencies in pedagogical practice.
The E-Portfolio as a Tool for Formative Assessment and Curricular Integration in Higher Education: A Theoretical Analysis
Higher education faces the challenge of transforming assessment practices in a context characterized by massification, digitalization, and a competency-based approach. Within this framework, the e-portfolio has emerged as a relevant pedagogical tool to promote formative assessment, reflective learning, and curricular integration. This theoretical article aims to analyze the e-portfolio as a formative assessment instrument and a curricular articulator in higher education. Through an analytical review of specialized literature, the main conceptual foundations of the e-portfolio are examined, highlighting its contribution to the collection of learning evidence, the development of metacognition, self-regulated learning, and continuous assessment. The results of the theoretical analysis suggest that the e-portfolio supports more authentic and coherent assessment practices aligned with competency-based education, while strengthening the relationship between curriculum, assessment, and graduate profile. It is concluded that the e-portfolio represents a pedagogically sound tool to address current challenges in higher education, provided that its implementation is grounded in intentional curricular integration and a solid understanding of its educational principles.
Pavel Alejandro Ayala Lienqueo Ayala Lienqueo
Presentación: Desafíos y enfoques para la transformación de la docencia en la educación superior contemporánea
La educación superior enfrenta una transformación profunda impulsada por cambios sociales, tecnológicos y culturales que exigen replantear los modelos formativos, las prácticas pedagógicas y la relación de las instituciones con su entorno. En este contexto, la Revista Científica Transformación Superior se consolida como un espacio de reflexión académica orientado a difundir investigaciones y experiencias de innovación que contribuyen a una formación pertinente, de calidad y socialmente responsable. El presente número aborda ejes clave de la transformación educativa contemporánea, entre los que destacan la evaluación formativa, el desarrollo de competencias investigativas, la implementación de metodologías activas, la integración ética de tecnologías digitales e inteligencia artificial, la diversificación didáctica y la vinculación con el medio. Se resalta la evaluación como proceso formativo y reflexivo, el fortalecimiento de la investigación como componente esencial de la docencia universitaria y la innovación pedagógica centrada en el aprendizaje activo y significativo. De manera transversal, los trabajos enfatizan el rol del docente como mediador, diseñador de experiencias de aprendizaje e investigador de su práctica, así como la necesidad de una integración crítica y ética de las tecnologías emergentes. En conjunto, esta edición promueve una visión integradora que articula docencia, investigación y compromiso social, contribuyendo al debate y a la transformación de la educación superior en contextos dinámicos y diversos.
Presentation of the first issue of the magazine
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