Especialización Liderazgo e Innovación Educativa

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

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Diseño de una Propuesta Pedagógica Para el Fortalecimiento de la Toma de Decisiones en Estudiantes de Formación Policial de la Escuela Nacional de Carabineros Alfonso López Pumarejo a través del Desarrollo de la Autorregulación Emocional
(Universidad Santo Tomás, 2026-07-30) Rodriguez Calvo, Lorena; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001346846; https://scholar.google.com/citations?user=CxHOZaQAAAAJ&hl=es; https://orcid.org/0000-0002-0386-8740
Police training schools in Colombia aim to develop competencies in students that enable them to adequately address demands regarding security and civic coexistence. Decision-making is fundamental throughout their professional journey, given that the police role requires officers prepared to respond effectively and promptly to dynamic, complex scenarios—grounded in a solid understanding of regulations, ethics, and the protection of human rights. This capability is supported by studies demonstrating that emotions directly influence how an individual interprets reality, guiding thought processes and the prioritization of key information (REDEM, 2024). This evidence reinforces the importance of prioritizing the development of emotional competencies within police training. In this context, the ability to regulate emotions is crucial; the capacity to manage one's own emotional state enables appropriate action, environmental analysis, and the avoidance of impulsive reactions (Berrios & Colque, 2022). Based on this premise, this proposal outlines a pedagogical strategy designed to strengthen decision-making skills among police trainees by fostering their emotional intelligence.
La pedagogía en el derecho síntesis entre técnica, pasión y apostolado
(Universidad Santo Tomás, 2026-07-24) Nocua Acuña, José Ovidio; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001346846; https://scholar.google.com/citations?user=CxHOZaQAAAAJ&hl=es; https://orcid.org/0000-0002-0386-8740
This paper reflects on the need for methodological and epistemological adaptation within the legal training and teaching process in Colombia, arguing for the integrative potential of technique, passion, and a pedagogical apostolate. It examines the traditional teaching model, which positions the educator as the central active factor while relegating the student to the role of a passive and insensitive recipient. From a contemporary perspective, this study proposes the figure of the “coach” for the teacher and the “intellectual athlete” for the student, aiming primarily at the construction of critical and original knowledge. The text employs a disruptive argumentative core comparing Law and Music, focusing on elements such as rigor, mysticism, and the possibility of interpretative performance. This approach transcends the simple mechanical exegesis of legal norms, paralleling the interpretation or execution of a musical score. Drawing upon the theses of Habermas and Dworkin, the reflection delves into the concept of the “social score,” which acquires life and legitimacy through dialogue and consensus in the pursuit of institutional and social harmony. Furthermore, the study addresses the necessity of incorporating innovative strategies and contemporary visions into the teaching process to mitigate the information overload and dehumanization caused by technological immediacy. The document highlights the pedagogy of alterity and the humanist paradigm as the cornerstones for training jurists endowed with ethical responsibility, social commitment, and the capacity to interpret and transform realities in favor of the common Good.
Sistematización de la Implementación y Fortalecimiento del Sistema de Evaluación de los Aprendizajes (SEA) como estrategia para el seguimiento de los resultados de aprendizaje en la Universidad Santo Tomas Seccional Tunja
(Universidad Santo Tomás, 2026-07-16) Robles González, Alba Rocío; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001346846; https://scholar.google.com/citations?user=CxHOZaQAAAAJ&hl=es; https://orcid.org/0000-0002-0386-8740
The consolidation of learning outcomes has become one of the main challenges for higher education institutions in Colombia, especially since the implementation of CESU’s (National Council for Higher Education) 2020 Agreement 02. and Decree 1330 of 2019 (National, 2019). These provisions transmuted academic evaluation by requiring evidence that demonstrates the effective achievement of apprenticeships and guides continuous improvement processes. He SEA of the University of St. Thomas, firm in his theoretical formulation, showed however an important gap between what is proposed and what happens in practice. Institutional reports were made in Word, narratively and fragmentarily, which made analysis more expensive and making comparison between academic periods more difficult. The institutional review showed that the format used limited the consolidation of information, made it difficult to compare between academic periods and restricted the generation of indicators for curricular decision-making. As a result, SEA tended to be perceived as an administrative requirement rather than a strategic tool for quality monitoring.
Uso de la simulación virtual como estrategia pedagógica en la formación policial de la Escuela Nacional de Carabineros “Alfonso López Pumarejo”
(Universidad Santo Tomás, 2026-07-22) López Triana, Arley Fernando; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás
Changes in social dynamics and technological advancements directly influence police training processes, as training academies are responsible for graduating officers capable of adapting to evolving environments. Consequently, the training process should not rely solely on theory but must be complemented by the development of practical skills and competencies that enable future officers to respond effectively to the demands of their institutional duties. To achieve this, the National Police has focused on strengthening pedagogical models that foster competency development and meaningful learning, thereby promoting the student's holistic growth. However, bridging the gap between classroom theory and actual police operations remains challenging; in almost any police procedure, beyond merely knowing the regulations, uniformed officers require skills that allow for immediate responses—adhering to protocols while acting in accordance with the principles of proportionality and respect for human rights. Therefore, incorporating innovative strategies into training processes is essential; technology facilitates interactive, dynamic environments that enhance teaching and learning (Cabrero, 2007a) and fosters meaningful learning built upon experiences that mirror real-world situations (Ausubel, 2002; Mora et al., 2005). Furthermore, viewed through the lens of Kolb’s (1984) experiential learning theory—which posits that learning is solidified through active participation in experiences where students apply classroom-acquired knowledge—virtual simulators have become a vital pedagogical tool at the "Alfonso López Pumarejo" National Mounted Police School. These simulators provide a safe, controlled setting where students can play an active role in responding to situations they might encounter during their careers. Thus, this proposal aims to design a pedagogical strategy based on the use of virtual simulators to improve students at the training academy in their grasp of police concepts and procedures, supported by theoretical frameworks regarding meaningful learning, experiential learning, and virtual simulation that underpin the proposal's regulatory framework and methodology.
Resignificación de la Praxis Pastoral: Sistematización de una Experiencia de Liderazgo e Innovación en la Dirección de Evangelización y Cultura de la Universidad Santo Tomás, Seccional Bucaramanga (2025-2026)
(Universidad Santo Tomás, 2026-07-16) Jurado Balaguera, John Henry; Universidad Santo Tomás
The systematization of experiences presented here analyzes the intervention carried out from 2025 to 2026 by the Directorate of Evangelization and Culture at the Santo Tomás University, Bucaramanga Campus. This process arose from the need to strengthen university pastoral practice through innovative, participatory strategies that are tailored to the dynamics of the student community. The main goal is to critically interpret the leadership and innovation experience developed by the Directorate of Evangelization and Culture at Santo Tomás University, Bucaramanga Campus, during the 2025-2026 period, in order to understand its contributions to rethinking university pastoral practice, enhancing holistic education, and building community based on Thomistic Christian humanism. Methodologically, a qualitative approach with a participatory character was adopted, using techniques such as participant observation, document review, semi-structured interviews, and collective reflection exercises with key actors in the process. This approach allows for reconstructing the experience from multiple perspectives, fostering a comprehensive understanding of it. Preliminary progress shows an increase in student participation, as well as a strengthening of institutional identity and subjective well-being. However, challenges are identified related to the continuity of strategies and the methodological adoption by some institutional actors. In this sense, it is noted that Evangelization in higher education contexts requires experiential, dialogical, and culturally relevant approaches that integrate communicative innovation and promote practices focused on care the sense of community and well-rounded development.
Evaluación y plan de mejora para el proceso de formación de Patrullero de Policía a partir de los hallazgos identificados en la práctica profesional
(Universidad Santo Tomás, 2026-07-23) Galindo Méndez, Víctor Francisco; Pardo Valenzuela, José Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001346846; https://scholar.google.com/citations?user=CxHOZaQAAAAJ&hl=es; https://orcid.org/0000-0002-0386-8740
Police patrol officers play a fundamental role in ensuring social harmony, public safety, and the protection of community rights. Consequently, the training process for these officers is crucial for ensuring effective performance in police service and an appropriate response to both institutional and public needs. Therefore, police training must go beyond theoretical knowledge to strengthen practical competencies, procedural proficiency, and communication skills. These enable officers to act clearly and appropriately in the various scenarios they may encounter on duty. Accordingly, it is important to implement continuous assessment mechanisms during training to identify shortcomings and provide feedback on teaching-learning processes, using deficiencies observed in actual police work as a reference point. These assessment mechanisms serve as vital tools for analyzing the effectiveness of the training process for aspiring patrol officers. In this regard, Stufflebeam and Coryn (2014) note that evaluation does more than measure outcomes; it provides valuable information for the continuous improvement of the educational process. This aligns with Díaz (2006), who states that evaluating the training process helps identify difficulties and allows for necessary adjustments to foster learning and the development of competencies, enabling officers to perform effectively in their operational environments. Furthermore, social dynamics in Colombia require police officers to possess the ability to make decisions, correctly apply police procedures, clearly understand regulations, and interact assertively with citizens. However, observations of professional practice reveal that some officers struggle with certain procedures and lack a firm grasp of regulations, indicating a limited connection between theory and actual police work. Therefore, this study focuses on evaluating the training process for police patrol officers, taking into account findings identified in professional practice, with the aim of designing an improvement plan to strengthen the quality of police training processes.
Ateliers de Production Orale Pour L’apprentissage Du Passé Composé / Des Adjectifs Possessifs Chez Les Étudiants de Troisième Semestre
(Universidad Santo Tomás, 2026-06-26) Gil Novoa, Laura Natali; González González, María Catalina; Moreno Perdomo, Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001448600; https://scholar.google.com/citations?user=WAcOEboAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-2702-390X
Ce document -monographie- assure la continuité au travail de recherche intitulé : Ateliers de production orale participative pour l’apprentissage du passé composé et des adjectifs possessifs. Cette recherche a été développée dans le cadre de la pratique pédagogique -stages- et de la matière de recherche éducative. La première phase a permis d’identifier des difficultés récurrentes chez les étudiants de troisième semestre de la Licence en Langues Étrangères de l’Université Santo Tomás, à Tunja. Ces difficultés sont liées à la conjugaison du passé composé, à l’usage des auxiliaires, à l’accord de genre et de nombre et à l’application des adjectifs possessifs en français. Après la mise en œuvre initiale d’ateliers basés sur l’approche par tâches, des améliorations notables ont été observées dans la fluidité orale et dans la motivation des étudiants à participer pendant les cours. Les résultats indiquent la nécessité de continuer à mener la recherche à travers une deuxième étape, puisque certains des problèmes identifiés dans la première phase, tels que la difficulté dans le choix de l’auxiliaire au passé composé et l’application adéquate des adjectifs possessifs dans des contextes communicatifs, persistent chez certains étudiants. Cette deuxième étape vise à apporter un composant novateur grâce à la création et à la mise en œuvre de stratégies pédagogiques plus diversifiées et systématiques, permettant de renforcer les compétences orales à partir de situations communicatives plus authentiques et extrapolables à différents contextes académiques. La recherche sur cette difficulté d’apprentissage se développera sous le paradigme qualitatif sociocritique et la méthodologie de recherche–action participative. Il s’agit non seulement de renforcer l’apprentissage du français, mais aussi de contribuer à l’amélioration de la pratique enseignante et à l’innovation pédagogique au sein du programme de Licence. Mots-clés : enseignement du français, production orale, approche par tâches, passé composé, adjectifs possessifs, recherche–action participative.
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, 2026-02-17) BERNAL FERREIRA, LUIS; PARDO VALENZUELA, JOSE EDUARDO
Aplicación de la Neurolingüística en la Enseñanza de Espacios Académicos Relacionados con Optimización.
(Universidad Santo Tomás, 2026-02-06) 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.

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