Abstract

VALLES-BACA, Herik Germán  and  PARRA ACOSTA, Haydee. Disruptive Education and the Development of University Competencies. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.13, n.25, e032.  Epub June 12, 2023. ISSN 2007-7467.  https://doi.org/10.23913/ride.v13i25.1284.

The objective of the research was to identify the aspects of the educational model that to a greater extent characterize disruptive education and to evaluate its incidence in the development of university competencies. The method used was based on a quantitative approach and cross-sectional design, directed to 2722 participants: 2223 students from the first to the fourth semester of bachelor's degree from different faculties of the University Autonomy of Chihuahua, as well as 499 teachers at this university. The questionnaire designed to collect the information consisted of six dimensions and was previously validated through four techniques: expert judgment, Cronbach's alpha, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The information was processed and analyzed through three statistical analyses: univariate, bivariate, and multivariate, with parametric tests with a significance level of p ≤ 0.01. The results identified aspects that characterize the disruptive educational model, such as: contributing to the humanistic training of students, promoting the use of ICTs (learning and communication technologies), favoring learning through different media and modalities, promoting new training options, fostering the development of digital competencies, and motivating the identification of problems in the real context. However, it was observed that the least evaluated is to train students to contribute to sustainable development, deploy all their creative potential, and develop competencies. Likewise, it was observed that students prefer a less disruptive model, even though this study highlights that there is a significant correlation between the educational model, the TAC, and the development of university competencies. Similarly, it was possible to identify two models of disruptive education, where it is highlighted that by promoting the use of ICTs, innovation and entrepreneurship increase by 71% in students when solving real problems, which favors complex thinking, as well as the development of competencies. Areas of opportunity applicable to Mexican universities to respond to the demands of the current context were also identified.

Keywords : Competencies; Educational Model; Formation; Information; and communication technology.