Especialización Liderazgo e Innovación Educativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/68646

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FORO DE PARTICIPACIÓN UN IDIOMA HORIZONTAL RESPETANDO LA JERARQUÍA UN ESPACIO CRUCIAL PARA EL ANÁLISIS Y LA DISCUSIÓN DE UN ELEMENTO FUNDAMENTAL EN LA LABOR POLICIAL CONTEMPORÁNEA.
(Universidad Santo Tomás, 2026-12-01) BERNAL FERREIRA, LUIS; PARDO VALENZUELA, JOSE EDUARDO
Aplicación de la Neurolingüística en la Enseñanza de Espacios Académicos Relacionados con Optimización.
(Universidad Santo Tomás, 2027-02-06) Cristian Alejandro, Aguilar Tovar; PARDO VALENZUELA, JOSE EDUARDO; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000075026; https://scholar.google.com/citations?view_op=new_articles&hl=es&imq=Cristian+Alejandro+Aguilar+Tovar#; https://orcid.org/0000-0001-6103-881X
SISTEMATIZACIÓN DE EXPERIENCIAS EN EL ESPACIO ACADÉMICO DE GEOMÁTICA
(Universidad Santo Tomás, 2026-02-05) LAURA NATALIA GARAVITO RINCÓN; PARDO VALENZUELA, JOSÉ EDUARDO; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000007141; https://scholar.google.com/citations?user=Cm2kY84AAAAJ&hl=es; https://orcid.org/0000-0003-1361-0193
Digital transformation in higher education has impacted teaching and learning processes by offering new tools and approaches that allow us to rethink how knowledge is constructed. In the field of Civil Engineering, this change is especially relevant, as the discipline demands continuous technological updating and the ability to respond to complex problems related to territory, infrastructure, and sustainability. In this context, the incorporation of geospatial technologies such as ArcGIS, along with active pedagogical methodologies, represents an opportunity to innovate in the training of future engineers.
Articulación Entre Criminología, Victimología E Innovación Educativa
(Universidad Santo Tomás, 2026-02-04) Rodrguez Martinez, Daniel; Universidad Santo Tomas
This document constitutes an extension of the degree option that articulates the Master’s program in Criminology and Victimology with the Specialization in Leadership and Educational Innovation at Universidad Santo Tomás. This work, entitled “Invisible Scars,” is based on the analysis of the socio-family consequences of femicide in Colombia from the perspective of the victim’s father, with the aim of proposing intervention pathways and educational strategies that contribute to crime prevention and to the strengthening of an institutional culture grounded in humanism and human rights. The approach of this study seeks to transcend traditional criminological analysis to become a comprehensive educational proposal that promotes the transformation of institutional practices, particularly within the Directorate of Police Education. From an interdisciplinary perspective, it integrates the understanding of femicide as a phenomenon with pedagogical leadership and educational innovation, recognizing that crime prevention begins with education and values-based training. The paper presented at the National and International Meeting on Research, Innovation, and Technology aimed to disseminate the results of the research entitled “Invisible Scars: Socio-Family Consequences of Femicide in Colombia from the Perspective of the Victim’s Father.” The presentation was directed at the academic and police communities, highlighting the importance of understanding femicide not only as a criminal act but also as a social and cultural phenomenon whose repercussions extend beyond the direct victim and deeply affect family members.
Innovación Educativa en la Formación Policial: Análisis de la Escuela Gonzalo Jiménez de Quesada
(Universidad Santo Tomás, 2026-02-03) Martínez Baez, Javier Orlando; Pardo Valenzuela, Jose Eduardo; Universidad Santo Tomas
This study focused on analyzing how educational innovation practices are being implemented at the Gonzalo Jiménez de Quesada Police School and how these practices affect the training of future police officers as well as the institution itself. The aim was first to understand how instructors perceive and apply educational innovation, then to explore their views on its usefulness, scope, and limitations, and finally to propose suggestions to ensure that these practices can be sustained and replicated in other schools. A qualitative approach with an exploratory-descriptive design was used. Information was collected through semi-structured interviews with instructors and administrators. The data were then organized into categories to examine conceptions of innovation, the pedagogical practices being implemented, factors that facilitate or hinder their application, how innovative ideas are disseminated, and the effects these practices have on both students and the institution. The findings show that these practices promote operational, ethical, and communication skills among students. They also help students better understand the content and engage more actively in learning. At the same time, they help align training with the actual demands of police service. However, challenges were identified, including differences in how instructors apply the methodologies, limited resources, and the need for ongoing institutional support. Based on these results, academic and pedagogical guidelines are suggested to help consolidate innovation, ensure its continuity, and facilitate its replication in other schools. Overall, it is concluded that educational innovation, when supported by institutional backing and continuous instructor training, not only improves student preparation but also strengthens the institution to meet the challenges of police service.
Sistematización de Experiencias del Modelo de Liderazgo Naval Militar de la Armada de Colombia
(Universidad Santo Tomás, 2025-11-30) Muñoz Herrera, Henry William; Pardo Valenzuela, Jose Eduardo
This study presents a systematization of experiences developed during the creation and implementation of the Naval Military Leadership Model of the Colombian Navy between 2023 and 2024. The research emerged from the institutional need to strengthen ethical and leadership training within naval and military education, moving beyond traditional managerial approaches that proved insufficient to address the moral, human, and operational demands inherent to military service. Using a qualitative and interpretative approach, the systematization critically reconstructed the process through the analysis of institutional documents, curricula, official directives, meeting records, and pedagogical dialogue with instructors and educators from the main naval training institutions: the Naval Cadet School “Almirante Padilla”, the Naval Non-Commissioned Officers School “Barranquilla”, and the Marine Infantry Training School. This approach made it possible to understand how the Navy integrated its doctrine, constitutional mission, and ethical principles into a coherent and context-specific leadership model. The findings reveal a significant transformation in the understanding of military leadership, now conceived as an ethical and pedagogical practice structured around four core pillars: vocation, professionalism, character, and integrity. Additionally, the systematization identified key institutional learnings related to pedagogical reflection, doctrinal coherence, and educational leadership as drivers of organizational change. The study concludes that the systematization of experiences not only preserves institutional memory but also serves as a tool for continuous improvement and meaningful knowledge production, contributing to the consolidation of an ethical, human-centered leadership culture within Colombian naval education.
Sistematización de la Experiencia: "Agendas de Conocimiento" como Estrategia de Gestión Educativa en el Colegio Salesiano Juan del Rizzo, Bogotá, Colombia
(Universidad Santo Tomás, 2025-11-16) Hutchison Salazar, Cesar Fernando; Sosa Quintero, Luis Fredy; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001836639; https://scholar.google.com/citations?user=-uku1NUAAAAJ; https://orcid.org/0000-0002-1189-202X
The present systematization documents and analyzes the experience “Knowledge Agendas” designed at the Salesian School Juan del Rizzo (CSJR) in Bogotá. This strategy, aligned with the Institution’s Guiding Horizon, is conceived as a knowledge management mechanism to coherently articulate pedagogical projects, improve educational practices, and foster innovation. The study, qualitative in nature and with a systematization-of-experiences design, is developed under the postulates of Muro and Serrón (2007) on “Oriented Research Agendas” and is articulated with the normative framework of the right–duty to education in Colombia3. Through documentary analysis of the Institutional Educational Project (PEI), the guidelines of the Guiding Horizon, and specialized theoretical frameworks inherent to these methodologies, the foundations, operational structure, and initial impacts of the strategy are identified. The results show that the “Knowledge Agendas” function as a roadmap that organizes pedagogical work into priority thematic axes, promoting distributed leadership, collaborative work, and critical reflection on teaching practice and on the educational purposes that the student must achieve. However, the evaluation of the constructed agendas shows that the teaching community has difficulties in epistemologically identifying the correct technique for project formulation, for the generation of research questions and problems, hypotheses, and didactic strategies for project development, which made it possible to identify an urgent need in the institutional teacher training pathway to strengthen these capacities. Likewise, it is evident that the use of various text-generating Artificial Intelligences was employed, but incorrectly, which was also identified as a training need for education in the academic and ethical use of AI in the educational field. It is concluded that this experience is a replicable model of knowledge management that strengthens institutional identity, optimizes teaching–learning processes, and projects a quality, relevant, and innovative Salesian education in the face of the siren songs regarding Colombia’s entry into the so-called “Knowledge Societies.”
Elaboración de tableros de control como mejora de la práctica pedagógica en el espacio académico de Geomática
(Universidad Santo Tomás, 2025-11-04) Rojas Gamba, Nestor Ivan; Pardo Valenzuela, Jose Eduardo; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001412931; https://scholar.google.com/citations?user=ffQAroUAAAAJ&hl=es; INVICA; 0000-0002-9151-719X
The present pedagogical experience was developed in the Geomatics course of the Civil Engineering program, with the purpose of strengthening applied learning of Geographic Information Systems (GIS) through the use of control panels or dashboards. Dashboards use charts, indicators, maps, and other visual elements to communicate geographic information associated with descriptive data in real time. It is important and valuable to link theory with technological practice by promoting the interpretation of spatial data in real-world contexts. The justification of this work lies in the importance of training civil engineers with the ability to integrate GIS tools for decision-making in geographic projects, encouraging real-time information management. The methods and instruments included the use of licensed desktop GIS software (ArcGIS Pro) and free web-based software (ArcGIS Online and Survey123), as well as the Dashboard application for dashboard design and a real-time field data capture tool that enabled immediate georeferencing and updating of information. The results showed an increase in students’ spatial understanding, an improvement in the organization of geographic information, and more active participation in the interpretation of the collected data. In conclusion, the implementation of dashboards in academic processes related to Geomatics promotes the generation of productive learning, the achievement of digital competencies, and updated pedagogical reflection that responds to the changing needs of the professional environment.
Fortalecimiento del Liderazgo Académico a través de la Ruta de Formación Docente: Una Sistematización de Experiencias.
(Universidad Santo Tomás, 2025-12-12) PARRA CRUZ, SANDRA LIZETH; PARDO VALENZUELA, JOSE EDUARDO
¿Reforma Laboral o Estatuto del Trabajo? Ley 2466 de 2025, una mirada crítica desde la Constitución de 1991
(Universidad Santo Tomás, 2025-12-06) Cadena Moreno Daisy del Pilar; Pardo Valenzuela José Eduardo; Universidad Santo Tomás - Seccional Tunja
Law 2466 of 2025, enacted in Colombia on June 25, 2025, and presented by the current government as a Labor Reform for decent and dignified work in Colombia, aims to modify the Substantive Labor Code, Law 50 of 1990, Law 789 of 2002, and other labor regulations. It also seeks to update and strengthen labor guarantees in light of the country's social, technological, and economic changes, addressing phenomena associated with informality, outsourcing, and, in general, forms of precarious employment, while attempting to improve job stability. However, its scope has sparked debate in academia: Are we facing yet another reform of existing labor regulations, or a labor statute that structurally reconfigures labor relations? Based on a critical analysis of Law 2466, from the Political Constitution of 1991, the purpose is to identify to what extent the new legislation harmonizes, develops or strains the constitutional principles that govern Colombian labor law.
Sistematizar para Transformar, Liderazgo Pedagógico y Aprendizaje Interdisciplinar desde la Sostenibilidad
(Universidad Santo Tomás) Reyes Vargas, Jeimy Alexandra; Pardo Valenzuela, José Eduardo
Innovación educativa en formación policial: una revisión crítica y propuestas para contexto colombiano
(Universidad Santo Tomás, 2026-01-27) Díaz Cortés, Néstor Alejandro, Néstor; Pardo Valenzuela, Jose Eduardo; Universidad Santo Tomas
In recent years, debates both in Colombia and abroad have highlighted a shared concern: the need to rethink how police officers are trained. This article joins that conversation by approaching educational innovation not as a catalogue of new techniques, but as a process that weaves together pedagogical decisions, technological developments, and ethical considerations about the role of policing in society. With this perspective in mind, the review focused on two broad questions: what initiatives other countries are adopting to renew their training models, and what obstacles and opportunities emerge when examining the Colombian context. The methodological approach was a documentary review that included recent research, institutional reports, and experiences from police academies in different regions. Across these sources, a gradual but steady shift becomes evident toward models that incorporate simulators, virtual environments, hybrid learning structures, and strategies that support more active learning grounded in real service situations. Applied research also appears as a key component that provides continuity and sustains innovative practices. Despite these advances, several challenges persist, including cultural resistance to change, gaps in technological access and use, and the distance that sometimes separates institutional policies from day-to-day pedagogical practice. In Colombia, the Institutional Transformation Process, Law 2179 of 2021, and the recent transition toward a Police University mark a particularly meaningful moment to revisit and strengthen the Institutional Educational Project. Together, these developments create opportunities to consolidate digital ecosystems, reinforce academic observatories, and move toward training standards that integrate technology, research, and an ethical understanding of police service. Overall, the findings suggest that educational innovation can become a central pillar for modernizing police training and fostering a stronger and more legitimate relationship between the institution and the public.
La enseñabilidad y la educabilidad como claves en la transformación de la educación universitaria.
(Universidad Santo Tomás, 2025-12-04) Cortes Zambrano, Melquisedec; Pardo Valenzuela, José Eduardo; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001404409; https://scholar.google.com/citations?user=bDodlAUAAAAJ&hl=en; https://orcid.org/0000-0002-6073-3391
This research project proposes a pedagogical intervention centered on the balance between the teacher’s teachability and the student’s educability as a foundation for transforming university education. Through a didactic proposal designed to promote active learning, the project seeks to address current needs in educational contexts and to strengthen the link between contemporary pedagogical approaches and educational practice. Preliminary results suggest a positive impact on student participation and on the construction of meaningful knowledge. Likewise, during the initial phase of implementation, early advances were observed, including increased student participation, greater autonomy in approaching tasks, and improvements in the structuring of oral presentations, which support the relevance of the proposal and guide its consolidation in subsequent phases.
Montaje Cognitivo-Emocional: Un puente entre la neurociencia y el aprendizaje significativo en la educación.
(Universidad Santo Tomás, 2025-12-03) Ruiz Angarita, Manuel Francisco; Pardo Valenzuela, José Eduardo
This article presents a pedagogical perspective that integrates cinematic montage and emotional neuroscience to understand how students learn and process information. It proposes the concepts of Cognitive Juxtaposition, the Theorem of Emotions, Inner Montage, and Creative Impulse from an experiential construction perspective, in the same way that the shots of a film generate a profound message when brought together. Based on the application of the Cognitive-Emotional Montage Test (CEMT) in sixth and eleventh grades, it was possible to determine and demonstrate that meaningful learning emerges when what the student feels and thinks is mentally edited into a coherent sequence. In this way, education is revealed as a disruptive, dynamic inner montage with deep significance in the human dimension.
Pedagogía y redes sociales: un enfoque innovador desde las humanidades digitales
(Universidad Santo Tomás, 2026-01-25) Menjura Suárez, Juan Carlos; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás
The purpose of this article is to present the innovative relevance of social networks as pedagogical mediations, in the light of the epistemological foundations of the digital humanities. The use of social networks has boomed in recent years, recreating new environments to develop digital pedagogy; an aspect causing more rigorous use was the COVID-19 pandemic, since 2020, the expansion of ICT (information and communication technologies) in educational environments. In addition, the evolution of technology with artificial intelligence (AI), in its short appearance. Therefore, this research made use of the spaces of the networks for the strengthening of the digital humanities in the teaching-learning exercise of the area of Theological Culture, an academic space of professional training taught at the University of Santo Tomás, Colombia. The approach to innovation of articulating social networks in the pedagogical process was carried out from a qualitative approach condensed into a proposal for action research within the classroom. The results show a complementary relationship between social networks, digital pedagogy and digital humanities. The role of social networks as drivers of various teaching and student skills is highlighted, including teamwork, creativity, innovation, co-participation, self-teaching and other training practices. In conclusion, the teaching-learning processes developed in digital pedagogical environments, mediated by social networks, configure new scenarios for the strengthening of digital humanities, especially in contexts of interdisciplinary training. All this contributes to promoting attitudes of change in both students and teachers. In accordance with the above, the general objective is to understand the pedagogical use of social networks that, from the perspective of digital pedagogy, contribute to the strengthening of teaching and learning processes in the field of digital humanities.
Simulación Digital: Herramientas Tecnológicas para el Aprendizaje Significativo en Arquitectura
(Universidad Santo Tomás, 2025-12-06) López, Leidy Isabel; Pardo Valenzuela, José Eduardo; Universidad Santo Tomas Tunja; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001432854; https://scholar.google.com/citations?user=v0cik90AAAAJ&hl=es&authuser=1; https://orcid.org/0000-0002-8599-1880
This article analyzes the incorporation of technology as a tool to enhance the teaching of architecture from the didactic perspective of meaningful learning. Its main objective is to identify recent sources that describe the most widely used strategies in architectural education through the use of digital technologies, extended simulation, and artificial intelligence. The analysis is conceived as an input with a dual purpose: on the one hand, it provides elements to guide the processes of curricular updating in Architecture programs; on the other, it consolidates a state of the art that highlights current trends and emerging reflections on pedagogical innovation in this field of study. This approach makes it possible to understand how educational technologies transform teaching practices and contribute to the development of relevant curricular proposals aligned with the contemporary dynamics of the discipline.
Metodologias para Pedagogias Innovadoras
(Universidad Santo Tomás, 2025-12-03) Iza Pérez, Juan David; Puerto Valenzuela, Jose Eduardo; Universidad Santo Tomas
Articulo de Investigación
(Universidad Santo Tomás, 2025-12-04) Vergara Manchego, Katia; Pardo Valenzuela, José Eduardo; Escuela de Carabineros Alejandro Gutierrez
The objective of this research is to reveal teachers' perceptions of teaching practices for Generation Z students enrolled in the Professional Police Technician program at ESAGU. Methodologically, it is framed within a qualitative approach, an interpretive paradigm, an inductive method, and a non-experimental, cross-sectional design. The participants included 53 full-time teachers and 64 part-time teachers, for a total of 117. Among the main results, the following stand out: ESAGU has a group of full-time and part-time teachers who are sufficiently qualified and have extensive professional and educational experience. The diversity of professional profiles is noteworthy, indicating interdisciplinary training. Educators accept and recognize that, at present, teaching represents a constant challenge because it requires the adaptation of teaching strategies and methodologies to a new generation of students with different cognitive, emotional, and relational characteristics and expectations. Although the pedagogical model is recognized and valued for its comprehensive approach, the interviewees' experience reveals a need for greater curricular flexibility, renewal, and improvement of technological infrastructure. In terms of curricular innovation and pedagogy, the participants mention the need to increase the use of simulators, virtual platforms, and other educational technologies. Strengthen cross-cutting training in social-emotional skills, such as emotional intelligence, resilience, and assertive communication. Increase the creation of systematic spaces for community practice, allowing Generation Z students to interact with different social scenarios and actors from the beginning of their training process.
Sistematización de Experiencias del Modelo de Liderazgo Naval Militar de la Armada de Colombia
(Universidad Santo Tomás, 2025-11-30) Muñoz Herrera, Henry William; Pardo Valenzuela, Jose Eduardo
This study presents a systematization of experiences developed during the creation and implementation of the Naval Military Leadership Model of the Colombian Navy between 2023 and 2024. The research emerged from the institutional need to strengthen ethical and leadership training within naval and military education, moving beyond traditional managerial approaches that proved insufficient to address the moral, human, and operational demands inherent to military service. Using a qualitative and interpretative approach, the systematization critically reconstructed the process through the analysis of institutional documents, curricula, official directives, meeting records, and pedagogical dialogue with instructors and educators from the main naval training institutions: the Naval Cadet School “Almirante Padilla”, the Naval Non-Commissioned Officers School “Barranquilla”, and the Marine Infantry Training School. This approach made it possible to understand how the Navy integrated its doctrine, constitutional mission, and ethical principles into a coherent and context-specific leadership model. The findings reveal a significant transformation in the understanding of military leadership, now conceived as an ethical and pedagogical practice structured around four core pillars: vocation, professionalism, character, and integrity. Additionally, the systematization identified key institutional learnings related to pedagogical reflection, doctrinal coherence, and educational leadership as drivers of organizational change. The study concludes that the systematization of experiences not only preserves institutional memory but also serves as a tool for continuous improvement and meaningful knowledge production, contributing to the consolidation of an ethical, human-centered leadership culture within Colombian naval education.
Mi Práctica Pedagógica Como Docente UDIES
(Universidad Santo Tomás, 2025-12-04) Ayala Joya, Nancy Stella; Pardo Valenzuela, José Eduardo
This presentation addresses the significance of systematizing pedagogical knowledge and practice as mechanisms for reflection, transformation, and educational innovation in the face of classroom diversity. Based on a case study conducted at the Student Integral Development Unit (UDIES) of Universidad Santo Tomás, it examines support experiences with students who present various academic, social, family, and emotional difficulties. The analysis shows how systematization helps identify, understand, and redirect teaching practices toward inclusion, equity, and social justice. The paper underscores that pedagogical practice—conceived as an ethical, political, and reflective process—must transcend individual classroom actions to become a space for collective knowledge construction, aligned with educational policies and social conditions. It also discusses how policy decisions influence the diversification of knowledge and the strengthening of inclusive practices, highlighting the need for public policies that acknowledge diverse knowledge systems and territorial particularities. The systematization results indicate that educational inclusion cannot be limited to curricular adjustments; instead, it demands comprehensive teacher training capable of addressing diversity through adequate pedagogical, technological, and emotional resources.

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