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.
Copyright (c) 2025 Revista TSup https://creativecommons.org/licenses/by-nc-sa/4.0
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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Higher Education in Transition: Reflective Insights into the Potential of the Hybrid University in Chile
This study aims to analyze the potential of higher education in a hybrid modality in Chile, in a context of educational transition marked by the integration of digital technologies and changing social demands. The central critical issue is to identify how the hybrid modality can address challenges related to access, quality, and relevance within the Chilean university system, also considering the limitations and obstacles to its effective implementation. The justification lies in the need to understand the opportunities and limitations of this modality in a country undergoing modernization and academic diversification. The central topics include the evolution of hybrid education in Chile, the perceptions of students and faculty, and the challenges associated with its effective adoption. The methodology involves a literature review grounded in recent academic literature, adopting a descriptive and narrative approach to analyze and contextualize the findings. A relevant finding is that implementing hybrid education can enhance access to higher education, especially in remote areas, provided there is adequate infrastructure and teacher training. In conclusion, the hybrid modality has great potential to transform the Chilean university system, but it requires integrated and sustainable policies.
Pedagogical reflectionProjects, reflection and pedagogical systematization
Teaching innovation in Psychosocial Nursing: experiential learning in natural environments to promote students’ emotional well-being
Current nursing education has shown that students face high levels of stress and difficulty with emotional self-regulation, which negatively affects their professional development. To address this issue, a Teaching Innovation Project was carried out with the general objective of implementing a learning guide with active methodologies based on experiential learning in natural environments to improve the perceived quality of life and the integral development of learning among students in a Psychosocial Nursing course at Universidad del Desarrollo, Concepción campus. The core idea was to create a learning experience integrating knowledge, relational skills, and attitudes, underpinned by the nursing models of Hildegard Peplau and Joyce Travelbee. The project’s main topics were addressed through a pedagogical approach using a learning guide, which included three components: an introductory theoretical class in the classroom, a practical activity in a natural environment, and an asynchronous WebQuest on academic self-care. The project outcomes were highly positive. The evaluation, conducted via questionnaires with both quantitative and qualitative items, showed that 100% of the students positively valued the experience. The guide’s usefulness and applicability received between 96.7% and 100% favorable responses. Additionally, qualitative feedback revealed significant benefits such as enhanced emotional well-being and motivation for self-care. These results demonstrate the effectiveness of the innovation and its high potential for replicability to other courses in the program.
Active methodologies; Experiential learning; Emotional well-being; Quality of life; Psychosocial nursing
Pedagogical Proposal Using Bilingual Digital Flashcards in Canine Anatomy and Technical English
Este artículo presenta una propuesta pedagógica orientada a mejorar la enseñanza de la asignatura Anatomía del Canino mediante el uso de flashcards digitales bilingües con realidad aumentada. El proyecto responde a la escasez de muestras anatómicas en buen estado, al uso limitado de herramientas tecnológicas interactivas y a las dificultades del estudiantado para comprender terminología en inglés técnico. La iniciativa fue implementada en la carrera de Medicina Veterinaria de la Universidad de Las Américas, sede Viña del Mar. Comenzó con una fase diagnóstica que incluyó encuestas a estudiantes, una entrevista con el docente de la asignatura y la observación de clases teóricas y prácticas. A partir de los datos recopilados, se diseñó un set de seis flashcards digitales tridimensionales, etiquetadas en español e inglés, accesibles mediante códigos QR compatibles con dispositivos móviles. Posteriormente, el recurso fue validado por expertos en anatomía y pedagogía, y aplicado en una clase piloto con estudiantes de primer semestre. Los resultados mostraron una alta aceptación del material, mayor participación estudiantil y una mejora significativa en el uso de terminología anatómica en inglés. Este artículo describe el desarrollo, implementación y evaluación del recurso, así como su potencial de integración institucional en futuras versiones de la asignatura. La experiencia destaca el valor de combinar innovación tecnológica con estrategias bilingües para potenciar el aprendizaje en contextos de educación superior.
Anatomía del Canino; Flashcards; Inglés Técnico; Realidad Aumentada; Innovación Educativa; Educación Veterinaria
Gamification and stress management as strategies to strengthen pedagogical competencies in TENS training
Technical health programs show high failure and dropout rates linked to content overload and academic stress; in the course “Care in Child and Adolescent Health” within the Technical Nursing Program (TENS), failure, withdrawal and sustained distress were observed. To tackle this, a Teaching Innovation Project implemented a Google Classroom virtual classroom with gamified learning paths, missions and immediate feedback; and micro-strategies for emotional regulation, delivered as a faculty training program during the winter semester of 2025. The initiative was validated by five experts, achieved 100 % workshop attendance, and satisfaction surveys revealed unanimous appreciation of its relevance and usefulness for teaching practice and student well-being, supporting its potential for scaling and replication in other technical higher-education contexts.
Strengthening health education in higher learning through Syllabus design
In the field of health-related sciences, the learning and teaching process presents a complex challenge. Effectively integrating clinical, ethical, and emotional knowledge requires adaptation tothedifficultiesthatthecontentstendtobringbybeingabstract,andapplyingthisknowledgein practical settings can lead to student demotivation due to the lack of immediate results, posing a challenge for pedagogical strategies and emphasizing the need for critical reflection, resilience, and professional commitment.This article analyzes an educational experience from the course “Neurorehabilitation under the BobathConceptforAdults,”partoftheKinesiologyDegreeProgramatUniversidadSantoTomás, specificallyattheAntofagastacampus.Theprogramlackedasyllabustool,sotheprimarygoalis to assess the impact of a syllabus as a means to enhance the teaching-learning process within a complexuniversityclinicalcontext.Amixed-methodsapproach,whichcombinesquantitativeand qualitative research, was utilized, following an action-research framework that included initial diagnostics, design, and validation with academic authorities.The main findings are associated with pedagogical implications and how these transform or reaffirm active practices in higher education teaching within the fields of health or neurorehabilitation, directly related to the impact of syllabus design on student motivation and performance.Inaddition,thestudyevidencesitscontributiontothecompetenciesacquiredorthe gapsaddressed,whichprovidedpracticalrelevancetotheresearchwithinthespecificeducational field. The instrument was highly valued by the academic staff, who highlighted its clarity, methodological coherence, and pedagogical relevance.
Implementation of learning portfolio as an active teaching-learning methodology in contribution to the achievement of significant learning and the integration of nutritional competencies in students of the subject of Nutrition of the International Gastronomy career at DUOC
Promoting meaningful learning is the challenge that has been imposed on us as teachers in the face of these new educational scenarios. An intervention with active methodologies is proposed to forge significant experiences. The main objectives of this intervention are to identify the most effective active methodologies, highlighting the learning portfolio, for student learning in the culinary context taking into consideration the context of each group; secondly, to design a teaching and learning strategy with its respective action plan that allows the implementation of the methodologies identified in the subject of Nutrition; and last but not least, to evaluate the impact of the intervention and subsequent implementation of these strategies on both learning and student performance; seeking in this way not only to improve academic performance but above all to contribute to the training of upright and competent professionals in the field of gastronomy.
Implementation of Problem-Based Learning in General Anatomy: Contribution to Learning and Clinical Competencies in Midwifery Students
The main goal of this study was to enhance the teaching-learning process in the General Anatomy course of the Midwifery program at the University of Atacama by implementing Problem-Based Learning (PBL). This innovation was introduced in response to high failure rates, a weak linkage between anatomical theory and clinical practice, and the need to promote active, meaningful learning among students. The implementation involved 68 first-year students and utilized three clinical cases grounded in real-world obstetric and general health scenarios, thereby contextualizing anatomical content. Students worked in collaborative groups to identify problems, formulate hypotheses, engage in self-directed research, and propose evidence-based solutions, with the instructoracting as a learning facilitator. The results were highly positive: there was a marked increase in student participation, motivation, and interest, as well as improved performance in theoretical and practical assessments. Participants appreciated the methodology for fostering a deeper understanding of human anatomy from an applied perspective relevant to their future profession. In conclusion, the integration of PBL in this course proved to be a successful experience that strengthened early clinical competencies, improved meaningful learning, and enhanced transversal skills (such as critical thinking, teamwork, and self-directed learning) essential for the professional practice of future midwives. This experience lays the groundwork for consolidating and expanding the use of active methodologies in health sciences education
Entrepreneurship training with a territorial approach: Systematization of an andragogical experience at the University of Los Lagos, Chiloé campus
This article systematizes a training experience in entrepreneurship carried out in programs offered at the Chiloé campus of the University of Los Lagos, in southern Chile. Based on an educational partnership with an international program, a didactic proposal was designed and implemented with an andragogical approach and territorial relevance. The initiative aimed to strengthen entrepreneurial skills in adult learners, mostly women, from rural and insular contexts. A blended methodology was applied, combining digital modules, in-person mentoring sessions, and community-based activities. The results show significant progress in motivation, self-confidence, and the practical application of knowledge in real projects, highlighting the value of situated, reflective education oriented toward local development. The systematization identifies key factors for replicating the model in public institutions committed to equity and social innovation.
entrepreneurship, higher education, andragogical approach, situated learning, territorial development
Artificial Intelligence and Autonomy in English Language Learning: Towards an Emerging Approach in Higher Education
This theoretical article explores the integration of artificial intelligence to enhance English language teaching in higher education, aiming to generate broader linguistic opportunities. Based on a critical review of the literature and framed within an exploratory-descriptive qualitative approach conducted at a regional university, the study identifies key gaps in English communicative competencies and proposes a reflection on the design of an emerging approach that fosters greater exposure, innovation, and continuity in English learning. The analytical reflection draws on concepts such as autonomous learning, artificial intelligence, and emerging pedagogies, grounded in theories like connectivism and technology-mediated learning. The study highlights the need to innovate English language instruction in university contexts by promoting educational inclusion, personalized learning, and reducing the gap in English proficiency using advanced technological tools. The findings offer relevant insights for the continuous improvement of teaching practices that support the development of English language competencies.
Artificial Intelligence, Higher Education, Language Learning, Pedagogical Innovation,
Knowledge Management in School Research Centers: A Case Study on the Use of Institutional Repositories
This article presents a study that analyzes the influence of using an institutional repository on knowledge management and the strengthening of school research centers. The research was conducted with 10th and 11th-grade students, using a mixed methodology with a descriptive approach. A structured survey was applied to 46 participants, combining open and closed questions to explore their experiences. The results show that the repository has been particularly useful for accessing academic information more quickly, improving the efficiency of source searches, and promoting collaborative work among peers. Previous difficulties in organizing and preserving research papers were identified and addressed with the implementation of this resource. The stages of the reference framework and methodology were highlighted as the moments when the repository was most useful. In summary, this digital tool not only facilitates access to relevant academic content but also contributes to consolidating a more structured, participatory, and sustainable research culture in the school context, thereby strengthening the formative processes developed in educational research centers.