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In Latin America, higher education inequality disproportionately affects individuals from low socioeconomic backgrounds, and Peru is no exception. Since 2012, the National Scholarship and Student Loan Programme (PRONABEC) has disbursed grants, aiming to enhance access to higher education for impoverished Peruvian young people. However, the unprecedented global health crisis in 2020 significantly affected the university experiences of scholarship recipients, introducing new challenges to their experience of higher education. This study, conducted in 2021, explores the factors influencing the persistence, retention and interruption of university studies among scholarship recipients. This qualitative, biographical study, based on the ecological model of higher education, involved 60 current and former scholarship students from public and private universities in three regions. Findings reveal that scholarships played a financial crucial role in supporting educational goals and institutional supports were pivotal in maintaining student retention. While personal motivation and family support contributed to student persistence overall, certain scholarship recipients faced challenges related to work and family demands.

Randomized experiments involving education interventions are typically implemented as cluster randomized trials, with schools serving as clusters. To design such a study, it is critical to understand the degree to which learning outcomes vary between versus within clusters (schools), specifically the intraclass correlation coefficient. It is also helpful to anticipate the benefits, in terms of statistical power, of collecting household data, testing students at baseline, or relying on administrative data on previous cohorts from the same school. We use data from multiple cluster-randomized trials in four Latin American countries to provide information on the intraclass correlations in early grade literacy outcomes. We also describe the proportion of variance explained by different types of covariates. These parameters will help future researchers conduct statistical power analysis, estimate the required sample size, and determine the necessity of collecting different types of baseline data such as child assessments, administrative data at the school level, or household surveys.

Inquiry-based teaching is the most widespread approach in science education worldwide. However, in Peru, this model became better known since the latest curriculum reform in 2016, which proposed implementing that teaching approach at all levels of schooling. Since then, no literature review has been conducted on the status quo of implementing inquiry-based science teaching. Therefore, the present study contributes to bridging the gap. This study aims to review and analyse the main characteristics and findings of earlier studies in Peru from 2016 to 2022. The methodology used in this systematic review was informed by the PRISMA statement. Thus, of a sample of 629 studies, sixteen were selected for the integrative analysis. The results were presented considering the main characteristics of papers and their main findings. Each category was discussed in light of the reviewed papers' findings, and the discussion and conclusions suggest recommendations for future research in Peruvian settings.

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

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

The prevalence of mental health issues among young people, including anxiety, depression, and stress, has risen significantly. This study examines the effectiveness of socioformative strategies in enhancing emotional intelligence and reducing mental health issues in university students. A quantitative, pre-experimental study involved 187 students from one university in Peru with diagnosed mental health issues, utilising the Emotional Intelligence Socio-Formation Scale (EOSF), Trait Meta-Mood Scale (TMMS), and Depression, Anxiety, and Stress Scales (DASS). Wilcoxon test analysis revealed significant improvements in emotional intelligence (p = 0.03), depression (p = 0.02), anxiety (p = 0.00), and stress (p = 0.01). These findings show a substantial reduction in mental health symptoms and a 79.68% improvement in emotional intelligence, supporting broader implementation in Peruvian universities.

The objective of this study is to determine the relationship between academic self-efficacy and digital competence in a sample of undergraduate university students in Peru. The design was nonexperimental, cross-sectional, and correlational. The non-probabilistic sample consisted of 98 students from a private university in Peru. Academic self-efficacy single-item scale and digital competence questionnaire were used. Spearman correlation coefficient, Kolmogorov-Smirnov test, and Mann-Whitney U test were used for statistical analysis. The statistical program used was SPSS v. 25. The average academic self-efficacy obtained was 3.73 (standard deviation [SD]=0.73). Regarding digital competence, the mean recorded was 72.34 (SD=11.57). Additionally, it was found that there were no significant differences in academic self-efficacy and digital competence according to gender (p>0.05). Similarly, it was found that there is a significant correlation between academic self-efficacy and digital competence in students (rho=0.438; p<0.001). Similarly, it was found that there is a correlation between academic self-efficacy and the five dimensions of digital competence (information, communication, content creation, technological security and problem-solving) in university students (p<0.05). This research could contribute to the development of programs, courses, or psychoeducational strategies for the development of academic self-efficacy and digital competence in university students.

Digital competences develop professional profiles that are more and more attainable for labor communities in constant transformation. The aim is to verify the impact of dances performed in virtual environments on the digital skills of university students affected by coronavirus. An experimental design of two groups of subjects with sequel due to COVID-19 was developed. The total number of participants was 106 students of the Professional Career of Primary Education of a university in Lima. A rubric to measure skills and a self-report questionnaire were used. The experiment was carried out through the execution of a dance competition in the professional practice, which was part of the curricular program. The results showed that the gamified dances in their virtual format developed better digital competencies than the dancers in the face-to-face format. Digital dances had a positive impact on digital competences in their procedural component, and evidence on perceived self-efficacy received insufficient impact. The study contributes has reported digital competence with variable characteristics in subjects with severe and mild sequel, considering that their perceived self-efficacy develops to a lesser extent than their skills.

The main objective of this study is to examine the correlation between digital skills and their correlation with digital citizenship among students enrolled at a university in Peru. The research was carried out using a sample of 906 participants, encompassing individuals of various genders, with ages spanning from 17 to 54 years. The methodology of choice aligns with a non-experimental, cross-sectional, descriptive-explanatory design. The findings of this study indicate that the development of participation skills, whether in traditional face-to-face settings or in online digital platforms, significantly influences the formation of digital citizenship. The aforementioned observation holds considerable ramifications for the field of digital skills education, underscoring the imperative to prioritize and actively advocate for the development of participation skills in the context of the digital age. The importance of digital skills in our contemporary society is widely acknowledged. However, the connection between digital skills and digital citizenship is intricate and complex.

The introduction of ChatGPT into basic education is progressing rapidly, generating impacts that, in many cases, are unknown. Its impressive capability profiles it as a tool that will revolutionize teaching and learning processes, creating gaps that need to be understood and evaluated. The research aims to explore the advantages, disadvantages, and its impact on school tasks. It is an exploratory qualitative study; data were collected through semi-structured interviews with 110 participants from five schools in Tacna, Peru. The results reveal that ChatGPT provides information quickly and easily, with a variety of content and pedagogical strategies. Additionally, it serves for evaluation, knowledge consultation, and scheduling school tasks. Eight related disadvantages were identified: Easy access to information may encourage the habit of copying and pasting, fostering academic dependence that would affect the development of skills, such as inquiry, argumentation, analysis, and critical thinking. Also, students may misuse information, cheating on school tasks and affecting their quality and suitability, making them no longer useful for education, including synthesis, essays, monographs, organizers, summaries, and mathematical exercises.

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

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

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

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

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

Although the tobacco plant has been employed as a medicinal and sacred herb by Indigenous cultures across the Americas, its usage drastically changed after the 15th-century colonial arrival; its large-scale commodification and global marketing once brought to Europe lead to hedonic and addictive uses harmful to health. As a consequence, tobacco smoking is now one of the largest public health problems worldwide. However, in the Peruvian Amazon, a region of origin of tobacco species, Indigenous healers still know how to use the plant for therapeutic purposes. Due to a general disregard of Indigenous knowledge and stigma, these uses have however not so far been clinically investigated. We hence conducted for the first time a clinical field study assessing a sample of patients treated by a traditional healer specialized in tobacco in the Peruvian Amazon (observational design, pilot study, N = 27). The study was conducted within a transdisciplinary and multi-epistemic medical frame, in close partnership with an Amazonian healer. We used validated self-report scales to quantitatively assess mental health variables before and after the weeklong treatment, and mixed-methods to report experienced effects. Paired-samples t-tests comparing pre- and post-treatment scores revealed significant reductions in anxiety, depression, perceived stress, and general symptom indicators. Experienced effects included initial physical discomfort, followed by psychologically or existentially/spiritually significant insights. Our findings point to a sophisticated therapeutic approach based on Indigenous knowledge of tobacco applications, which should be further investigated. The study also contributes to the burgeoning scientific field on therapeutic uses of contentious psychoactive plants.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children's development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability--3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers' parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.

Global competence has become a popular concept for engineering institutions around the world. Despite its recent emergence and still vague characteristics, it has been widely adopted by institutions aiming to prepare globally minded graduates. However, the concept's elusive and complex nature requires careful consideration in order to lead to impactful learning. This study provides a comprehensive overview of engineering institutions' practical efforts to foster global competence learning. Guided by a systematic literature review covering the last two decades, it provides a comprehensive account of work related to the concept. The study first explores institutions' practical efforts to promote global competence development, highlighting the most popular institutional approaches, including intercultural collaborations, mobility experiences, internationalization at home activities, and virtual collaborations. Furthermore, it critically analyzes how the concept is translated into practice, showing that practical efforts often lack guiding conceptualizations or reliable outcome assessments. To provide a thorough overview of institutional engagement with global competence, the study also highlights the geographical contexts of the universities involved in such efforts, as well as related chronological trends and developments, before concluding with reflections on the future of global competence education.

In the Peruvian context, many organizations have the challenge of implementing standardized processes that allow improving the quality of products or services, prioritizing customer expectations. In this scenario, training activities related to ISO's management system standards are essential for professionals to stay up to date. The aim of this paper is to evaluate the training transfer developed in continuing education activities related to ISO's management system standards on Peruvian context using a questionnaire based on the Factors to Evaluate Transfer (FET) model. The questionnaire was applied to 264 students of four training activities of a private continuing education institution in Peru. Basic descriptive statistics tests, correlational factor analysis and the non-parametric Mann-Whitney U and Kruskal-Wallis statistical tests were performed. The general evaluation indicates that factors such as "motivation to transfer" and "satisfaction with training" have the highest means, while "support to transfer" have the lowest mean. Significant differences were found in factors "satisfaction with training" and "motivation to transfer" according to gender, as well as in the factor "knowledge and application of ISO's management system standards" according to training activity. The need to enhance participant-centred strategies and promote equitable working environments that facilitate transfer in organisations is highlighted. It is suggested to continue researching the training transfer with mixed approaches and to replicate the study in other contexts for comparative purposes for the improvement of continuing education.

Peru faces substantial social and economic inequality. Rural communities experience social exclusion through the undervaluation of their cultural heritage and native languages, creating significant barriers to their personal and professional growth. Higher education scholarships aim to address this issue, yet educational institutions--typically based in urban areas--often present a disorienting environment for these students, affecting both their academic performance and overall experience. This study proposes an audiovisual literacy program for scholarship students at a private university in Peru, designed to enhance their identity and development within an urban setting. Findings suggest that such a program can foster positive change by reinforcing students' sense of identity, valuing their cultural heritage, and strengthening their connection to the university environment.

The study of social demand and labor demand analyzes the relevance of the planning of higher education programs to meet the needs of society. Given this, the present study aims to identify social and labor demand in the Amazon region, through a case study applied in the province of Rodríguez de Mendoza. The methodology used was a descriptive, non-experimental design with a population composed of fourth and fifth-grade students from secondary institutions and organizations with economic activities in the province. The sample used was 747 students and 84 organizations, to which a survey was applied to collect the information. The results show that 72% are willing to study at the National University Toribio Rodríguez de Mendoza and 38.7% of the students want to study Agribusiness Engineering, followed by Agroecology Engineering with 24.2%. It is concluded that the affinity for these two fields of study is because the province has great agro-export potential, with coffee being its main agricultural export product.

College students often face difficulties managing their time due to a lack of basic organizational skills. The research proposes the implementation of a mobile application to improve time management based on gamification as a solution to promote compliance with academic activities. For the correct development of these academic activities, the SOAR study method (Select, Organize, Associate and Regulate) was used. For the development, the TypeScript programming language was used, the framework NestJS and MongoDB as a database. The experiment was carried out with 22 students from the UPC's Faculty of Engineering, collecting data on the time spent carrying out academic activities related to the SOAR method, registering an increase in the 4 dimensions: 55% in selection, 51% in organization, 58% in association and 64% in regulation. Furthermore, regarding the number of students who agreed to carry out activities based on the proposed method, an increase of 23% was observed in the selection of activities, 14% in organization, 14% in association and 18% in regulation. Students expressed satisfaction with the app's functionalities and their willingness to recommend it. We finalize the results by carrying out an analysis of the academic performance of the students in the academic semester 2023-1, before the experiment, and 2023-2, after the experiment; obtaining that the grade point average has improved from 13.87 to 14.65 points, respectively. With the data obtained, it has been shown that gamification applied with an appropriate study method significantly improves time management in university students, and positively influences their academic results.

Promoting adhesion to attitudes toward gender equity is critical to achieving more equal societies, yet endorsement of gender equality among Latin American adolescents remains lower than global averages. This study investigates the role of school environments, civic knowledge, and authoritarianism in shaping gender equity attitudes among 8th-grade students in Chile, Colombia, the Dominican Republic, Mexico and Peru, using data from the International Civic and Citizenship Education Study (ICCS) 2016. Fitting different regression models, we explore the relationships between individual socioeconomic status, classroom practices, and school-wide ideological climates on gender equity endorsement. Findings highlight the pivotal influence of civic knowledge and open classroom discussions as protective factors against authoritarian beliefs, which are negatively associated with gender equity support at both individual and contextual levels. Moreover, peer-group ideological climates significantly shape student attitudes, demonstrating the importance of school environments in fostering or hindering egalitarian beliefs. We discussed the role of school practices in the promotion of gender equity. These findings contribute to the global goal of citizenship education and the Sustainable Development Goals (SDG), particularly Goal 5, emphasising the role of schools in promoting democratic and gender-equitable values.

Purpose: This study aims to present the development and validation of a scale to measure the attitudes of Latin American business students toward sustainable management practices in the economic, social and environmental dimensions. Design/methodology/approach: Using a nonprobabilistic sample, the appreciation for sustainable practices in students (ASP-S) scale was administered to a total of 653 undergraduate and graduate business students in Argentina, Colombia, Mexico and Peru. A range of psychometric validity (construct, convergent and discriminant) and reliability criteria were applied. Findings: Construct, convergent and discriminant validity was obtained from the ASP-S scale across all samples. During the internal validation process, two factors were found: systemic consciousness (ten items) and sustainable business leadership (nine items), both of which obtained acceptable reliability indices. The resulting structure is equivalent in all four countries. Originality/value: The instrument can be applied by educators and learning assurance areas to diagnose and measure the effectiveness of pedagogical strategies used in sustainability courses taught at Latin American business schools. As a result, it has applications for curriculum design. As a valid and reliable instrument set in the context of regional business praxis, it can promote an understanding of sustainable behaviors and practices in future Latin American leaders.

Purpose: This study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic. Design/methodology/approach: We collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children's health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings. Findings: Results showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health. Research limitations/implications: This study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions. Practical implications: By comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region. Originality/value: Cross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.

Purpose: This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments. Design/methodology/approach: Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program's positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp et al., 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students' testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis. Findings: The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students' projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome. Research limitations/implications: The study relies on self-reported subjective methods in the short term since it summarizes students' perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants' performance in the business world. Originality/value: This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable insights through field studies and allowing them to experience both cultures and different realities. They recognized technological advancements and delays applicable to both countries, benefiting future managers and planners in workforce development. The firsthand experience taught students practical skills and perspectives for effective industry management. To the best of the author's knowledge, this is the first research in Peru focused on a short-term study abroad program based on the food and beverage supply chain industry to identify its value and contribution to a more holistic human capital development.