Revista Docencia Universitaria

Critical Perspectives on the High Quality Accreditation Processes Educational Actors of the Universidad de la Sabana, Colombia

Felipe Cárdenas-Támara, Geovenel Martínez-Juárez — Tue, 03 Jun 2025 00:00:00 +0000

This work is part of the content of a graduate thesis whose main objective was to analyze and systematize the experiences of educational actors regarding participation in high-quality accreditation processes, used as quality assurance mechanism for higher education developed by the Ministry of National Education of Colombia, through the National Accreditation Council. To carry out the work, data were collected through an interview designed and applied to directors, professors and administrators of the master´s degree programs in education and nursing at the University la Sabana, who participated in high-quality accreditation processes with favorable outcomes for both programs. The main findings, derived from a qualitative methodology, show that the perspective whether favorable or unfavorable toward the process varies depending on the position or function of the actors during the process.

InvEsLec: fostering academic enculturation at the Universidad Industrial de Santander

Yésica Andrea Nieto lascarro, Paola Andrea López Rincón — Wed, 18 Jun 2025 00:00:00 +0000

The reflection article systematizes a successful experience with the implementation of InvEsLec, Research, Reading and Writing, which, since its first version in May 2018, is assumed as an academic space for undergraduate students at the Universidad Industrial de Santander (UIS), which fosters reading, writing, oral and argumentation competencies, specifically, in first semester students taking the subject Language Workshop. In methodological terms, a general contextualization of the subject Language Workshop will be made - indicating the purposes, competencies, learning objects and evaluation, the teaching profile, among other aspects - as a space where the meaning of InvEsLec converges and flows; then, a configuration of the methodological and didactic referents and the approach of the Language Workshop is made, which lead to validate the creation and promotion of the academic event; finally, the results highlight the trajectory of InvEsLec at the UIS. Concluding that, it is highlighted as a positive point that the newly admitted students face the process of academic enculturation and potentiation of their language skills with a didactic methodology of micro-research, which allows these trainees to obtain their first certificate as speakers, in addition to the understanding, within the framework of a real scenario, of academic and scientific rigor. Also noteworthy is the high participation of students in the different versions and modalities of the meeting: logistics team, speakers, assistants and lecturers, with an average of approximately one thousand students among its seven versions.

Uses of the concept map in university education

Alan David Vargas Fonseca, Nicolás Bernardo Navas-González — Tue, 01 Jul 2025 00:00:00 +0000

There are various tools available to organize academic work, whose purpose is to make thinking visible: state problems, explain the meaning of issues and justify the findings of a research process. One such tool is concept maps, which allow for the organization of concepts by defining the relationships between them. The objective of this article is to present the attributes of concepts maps, explore techniques for their development, and offer recommendations to avoid unnecessary operations. In conclusion, the article emphasizes the effectiveness of concept maps in managing archived data, defining hypotheses, organizing the results of analysis, and composing the contents of research reports and documents.

School coexistence after the COVID-19 pandemic

Lorena María Flórez González — Tue, 01 Jul 2025 00:00:00 +0000

This qualitative study analyzes school coexistence after the COVID-19 pandemic among students from 6 to 11 grade at a private institution in Bucaramanga, Colombia. The research instrument used was data documentation managed by the school’s counseling department, which collects events related to coexistence, including situations involving students and the pedagogical actions implemented as a result during 2023. The analysis covers the students' interactions with themselves, the educational system, and their peers. The research highlights that the lack of face-to-face contact, combined with the emotional challenges arising from isolation, disrupted the way students relate to each other, manage their emotions, and adhere to school rules. Furthermore, recurring behavioral patterns were identified among students, which affected both the harmony within the school environment and the coexistence between students. The findings reflect the need to implement pedagogical strategies that promote conflict resolution, mutual respect, and adaptation to current school dynamics. This study contributes to understand educational challenges post-pandemic and provides insights to strengthen coexistence in similar contexts.

Editorial. Reflections on School Reinforcement in the Complementary School Program

Johana Rojas-Sierra — Mon, 26 May 2025 00:00:00 +0000

Academic reinforcement constitutes a structured educational space dedicated to the implementation of targeted activities aimed at improving student performance. According to Article 11 of Decree 1290 issued by the Ministry of National Education of Colombia, educational institutions are required to incorporate such strategies as part of their pedagogical and evaluative practices. In this context, academic reinforcement is framed as a measure that can be adopted by the school governing body to promote academic achievement and facilitate student promotion. The primary objective of academic reinforcement activities is to strengthen learning processes in which students demonstrate a need for greater guidance and support.