Especialización Pedagogía para la Educación Superior

URI permanente para esta colecciónhttp://hdl.handle.net/11634/163

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Del cumplimiento administrativo a la experiencia significativa: propuesta pedagógica para fortalecer la interacción y participación en la primera infancia.
(Universidad Santo Tomás, 2026-07-07) Cano Yepes, Luisa Alejandra; Contreras Triana, Raquel Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001027735; https://scholar.google.com/citations?user=NY8GOFUAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0009-0446-261X
This research analyzes the impact of administrative overload on the pedagogical practices of educators and its effect on meaningful learning experiences for 2- to 3-year-old children at the Bambi Foundation in Medellín. The study stems from observations of institutional dynamics where administrative demands interfere with the processes of interaction, mediation, and pedagogical support within the developmental classroom. The research employs a qualitative, interpretive approach, utilizing techniques such as participant observation, semi-structured interviews, and document review. These tools allowed for an understanding of the educators' perceptions and the identification of the administrative dynamics that affect the development of meaningful pedagogical experiences. Among the most relevant findings, it was observed that administrative tasks and the instrumental use of audiovisual resources reduce opportunities for interaction and participation by children, negatively impacting pedagogical mediation and the quality of early childhood education experiences. In response to this problem, a pedagogical and institutional proposal was designed to strengthen meaningful experiences through the reorganization of pedagogical and administrative times, promoting practices centered on interaction, participation and teacher support.
Análisis de la relación entre el currículo del programa de administración de empresas de la CUN y las habilidades blandas demandadas por el mercado laboral actual.
(Universidad Santo Tomás, 2026-06-22) Pacateque Salamanca, Liliana; Contreras Triana, Raquel Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001027735; https://scholar.google.com/citations?user=NY8GOFUAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0009-0446-261X
The aim of this research was to analyze the relevance of the curriculum content and teaching methodologies of the Business Administration program at the National Unified Corporation of Higher Education (CUN) in relation to the current demands of the business environment, with a particular emphasis on the development of soft skills and strategic thinking. The study was conducted using a mixed-methods approach with a descriptive-analytical design and a cross-sectional scope. Data were collected through a Likert-scale survey administered to senior undergraduate students and program graduates, complemented by a documentary review of academic and institutional sources related to employability, curriculum relevance, and professional competencies. The findings reveal a generally positive perception of the education received. However, opportunities for improvement were identified in strengthening soft skills such as leadership, effective communication, critical thinking, teamwork, adaptability, decision-making, and strategic thinking, all of which are highly valued in today's business sector. In addition, the results highlight the need to reinforce active learning methodologies and to promote stronger collaboration between academia and the productive sector. The study concludes that the continuous updating of the curriculum and the incorporation of pedagogical strategies focused on the comprehensive development of competencies can significantly reduce the gap between academic education and labor market demands. Consequently, these improvements can contribute to preparing more competitive, relevant, and well-qualified professionals capable of addressing the challenges of today's organizational environment.
Aula, democracia y pensamiento crítico: educación didáctica para fortalecer competencias ciudadanas en la educación media.
(Universidad Santo Tomás, 2026-06-19) Ayala Torra, Tania Milena; Salavarrieta Castro , Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594
This research project aims to design a didactic sequence oriented toward strengthening citizenship competencies in eleventh-grade students at Gimnasio San Diego School in Floridablanca, Santander. The proposal arises from the need to transform traditional teaching practices in the field of political and economic sciences, which are characterized by memorization and a limited problematization of reality, a situation widely documented in both national and international studies. In this sense, the project is grounded in constructivist, sociocultural, and critical approaches, drawing on contributions from authors such as Vygotsky, Dewey, Bruner, and Freire, who emphasize the importance of active participation, dialogue, and reflection in citizenship education. The research adopts a descriptive qualitative approach, supported by techniques such as participant observation, analysis of student productions, field journals, and formative rubrics. Its methodological design integrates Kemmis’ action research model (1988), allowing for the implementation and evaluation of the sequence in a real classroom context. The proposal is structured in three phases: activation and problematization, critical development, and reflective production, through activities such as debates, case analysis, critical reading, democratic simulations, and the development of a School Citizenship Action Project. The expected results aim to strengthen cognitive, communicative, emotional, and integrative skills, promoting democratic participation and critical thinking. Overall, this project seeks to contribute a situated pedagogical proposal for teaching citizenship competencies in Colombian secondary education.
"Puentes hacia la equidad: Evaluación del impacto del decreto 1421 de 2017 en la inclusión educativa de la ESAP territorial Pasto – Nariño"
(Universidad Santo Tomás, 2026-05-08) Pino Agreda, Erika; Sánchez Rueda , Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919
Inclusive education represents one of the greatest challenges and commitments of the Colombian educational system, especially in higher education, where the full participation of people with disabilities continues to face structural, pedagogical, and administrative limitations. In this context, Decree 1421 of 2017 establishes fundamental guidelines to guarantee educational support for students with disabilities through a rights-based, equity, and universal accessibility approach. However, its implementation requires real transformations within institutions, both in academic management and pedagogical practices. This undergraduate research project aims to analyze the impact of the implementation of Decree 1421 of 2017 on the educational inclusion of students with disabilities at the ESAP Territorial Pasto – Nariño. To achieve this, a case study methodology is adopted, allowing an in-depth understanding of institutional dynamics, teaching practices, available support systems, and the perceptions of the educational community regarding inclusion. This approach makes it possible to examine not only the progress achieved, but also the persistent barriers that hinder access, permanence, and academic success for this population.
Tensiones entre la autonomía universitaria y la regulación estatal en los procesos de gobierno institucional, cuando se llevan a cabo los proceso de elección de sus estamentos.
(Universidad Santo Tomás, 2026-05-11) Barbosa Solano, Tania Camila Alexandra; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001546088
This article analyzes the scope of university autonomy in higher education institutions, especially regarding issues of good governance (elections of the Rector, Student Representative, Faculty Representative, Graduate Representative, Productive Sector Representative, and Former Rectors’ Representative), as well as the obligation to comply with the Colombian Electoral Code. The results indicate that, although university autonomy grants institutions the authority to elect and appoint their directors and to establish their own statutes and regulations, such autonomy is not absolute in nature but rather limited and subject to legal boundaries. Therefore, Higher Education Institutions (HEIs) must strictly comply with the provisions established in Decree 2241 of 1986, as well as its regulatory decisions, insofar as they constitute public order rules that govern mandatory procedures. Consequently, it is concluded that university autonomy is limited, particularly when it comes into tension with higher-ranking or mandatory legal norms.
Articulación entre política institucional de bilingüismo, currículo y prácticas docentes en la enseñanza del inglés en los grados 10° y 11° de colegios públicos del municipio de Mosquera: un análisis cualitativo.
(Universidad Santo Tomás, 2026-05-08) González Pedraza, Luz Mery; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594
This project analyzes English language teaching in public secondary schools in the municipality of Mosquera, with the aim of understanding the relationships between bilingualism policy, the institutional curriculum, and teachers' pedagogical practices. It employs a qualitative, descriptive-analytical approach, allowing for the interpretation of educational dynamics through the voices and experiences of teachers who implement English language instruction in real classroom contexts. Data collection will be carried out through semi-structured interviews, document analysis, and non-participant observation, in order to triangulate data and achieve a deep understanding of the phenomenon under investigation. The expected findings aim to identify tensions between the goals of educational policy and the actual possibilities for its application in public schools; variations in curricular organization and methodological approaches; and differences associated with teachers' professional development. Furthermore, the project seeks to recognize points of convergence that favor English language teaching and opportunities for improvement that will strengthen teaching and learning processes in secondary education. The study aims to provide useful input for institutional decision-making, as well as to guide teacher training and curriculum adjustments in accordance with the needs of students in Mosquera.
Aprendizaje basado en problemas para el fortalecimiento de habilidades blandas y el rendimiento en procedimiento de comando en la Escuela de Lanceros.
(Universidad Santo Tomás, 2026-04-29) Zambrano Landazuri, Jerson Steev; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001984619; https://orcid.org/0000-0001-8440-9994
This research project aims to evaluate the impact of Problem-Based Learning (PBL) on strengthening soft skills (critical thinking, leadership under pressure, and assertive communication) among students enrolled in the Lancero course at the Lanceros School of the National Army. Based on the identification of deficiencies in socio-emotional competencies that affect academic performance in Command Procedures, the project proposes an integrated pedagogical intervention that combines the PBL methodology with the explicit and systematic development of these transversal skills. A quasi-experimental mixed-methods design is implemented, with an experimental group receiving the integrated PBL intervention and a control group continuing with traditional methodology. Data collection employs multiple instruments: validated analytical rubrics, 360-degree scales, structured observations, verbal protocols, and reflective interviews, applied at pre-, during-, and post-intervention stages. The analysis combines inferential statistics for quantitative data with interpretative coding and triangulation of sources for qualitative data. The findings will determine whether PBL generates significant improvements in soft skills and academic performance, providing evidence to strengthen military education and training, and offering potential transferability to other schools, armed forces, and international institutions.
Estrategia pedagógica basada en simulación clínica para la formación de competencias profesionales en enfermería neonatal
(Universidad Santo Tomás, 2026-04-26) Sarabia Herrera, Faride Astrid; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002379378; https://orcid.org/0009-0000-0494-7371
This document is presented with the purpose of designing a Virtual Learning Object (VLO) based on clinical simulation, specifically focused on the procedure for inserting a Peripherally Inserted Central Catheter (PICC), aimed at developing the competencies of neonatal nursing professionals. This research follows a qualitative, descriptive approach within a positivist model, focusing on the pedagogical design phase of the VLO. The methodology is carried out through a bibliographic and documentary review, the structuring of theoretical content, and the analysis of clinical protocols, formative assessments, and simulated practice activities. Additionally, the VLO is presented as an integration of theory, practice, and evaluation within a safe and accessible virtual environment, promoting meaningful learning, the strengthening of cognitive and technical competencies, and critical reflection among nursing professionals. It is concluded that integrating the VLO into virtual environments can constitute an effective strategy.
¿El lector en crisis?: Literacidad crítica en contextos educativos mediados por inteligencia artificial
(Universidad Santo Tomás, 2026-04-26) Avendaño Soto, Helmer Andrés; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001819720; https://orcid.org/0000-0002-0225-2602; https://orcid.org/0000-0001-6338-2139
The emergence of generative artificial intelligence in higher education has transformed practices of reading, writing, and knowledge production, reshaping processes of digital literacy and the subjectivation of the reader. This study aims to understand, from a hermeneutic-critical perspective, how these algorithmic mediations will reconfigure students’ reading experience and interpretive agency. Adopting a qualitative and interpretive approach, the research will employ in-depth interviews and focus groups, complemented by the analysis of written productions, enabling data triangulation. The analysis will be conducted through thematic coding and hermeneutic interpretation. Findings are expected to reveal tensions between automation and critical autonomy, suggesting that artificial intelligence will not only alter access to information but also transform ways of being a reader within the university context. The study will conclude that digital literacy will require an ethical and critical formation in response to algorithmic mediation.
Fortalecimiento de la comprensión lectora en inglés mediante estrategias peagógicas de interacción: Intervención en estudiantes de noveno grado del Colegio La Presentación, Ubaté.
(Universidad Santo Tomás, 2026-03-10) Páez Forero, Diana Carolina; Salavarrieta Castro, Margarita; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://orcid.org/0000-0002-0225-2602
This action research project with mixed design aims to strengthen English reading comprehension in ninth-grade students at Colegio La Presentación in Ubaté, Cundinamarca. The identified problem is that students present significant difficulties in reading comprehension of English texts, evidenced by PENSAR and ICFES tests, which is attributed mainly to the predominance of traditional methodologies that do not promote interactive strategies or reading autonomy. The research is grounded in Vygotsky's sociocultural theory and the communicative approach, integrating metacognitive strategies, collaborative learning, and formative assessment. Two pedagogical strategies based on interaction and communicative skill development will be implemented with a population of 25 students from the second semester of 2025 through November 2026. The methodology combines quantitative measurements (pre-post tests) with qualitative exploration (surveys, observations, interviews). Resources include authentic texts, interactive digital tools, collaborative activities, and the participation of native speakers. The intervention is expected to generate significant improvements in reading comprehension scores, increased student motivation and autonomy, development of critical thinking, and contribute to the social and intercultural inclusion of students, offering practical recommendations for the sustainability of the proposal in the institution.
Efectos en la implementación de una estrategia didáctica de aprendizaje activo para la promoción del autocuidado en el paciente adulto mayor del programa de promoción y mantenimiento de la salud del hospital universitario de Santander.
(Universidad Santo Tomás, 2026-04-23) Mora Hernández , Ana Maria; Salavarrieta Castro, Margarita; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001769078
This research project aims to strengthen self-care training processes for older adults (≥60 years) in the Health Promotion and Maintenance Program at the Hospital Universitario de Santander through the implementation of the didactic strategy "Walking towards self-care", based on active learning and andragogical principles. A qualitative descriptive approach is adopted, with an intentional sample of 90 participants in 5 focus groups. The methodology structures three sequential phases (February-July 2026): background review and diagnosis (15 days), strategy design and implementation with weekly individual/group sessions (4 months), and evaluation through semi-structured interviews, health follow-ups (BMI, glycemia, readmissions), logs, rubrics, and audiovisual records. Expected findings include a 40-60% increase in perceived utility and adherence to self-care (medication management, nutrition), and a 25-35% reduction inhospital readmissions (<2 weeks) compared to the current 30% baseline, overcoming sociocultural barriers such as low education and isolation. It concludes that active learning transforms traditional educational practices, promoting autonomy, quality of life, and healthy aging, with institutional impact on resource optimization and replicability in public health in Santander.
Diseño de una estrategia didáctica para la formación de competencias técnicas dentro de la Industria 4.0 en el sector automotriz
(Universidad Santo Tomás, 2025-12-03) Contreras Castillo, Alisson Marcela; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594
This project aims to transform traditional technical training within the automotive sector by implementing didactic educational strategies centered on the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Model and virtual simulations to enhance labor competencies. Identifying the lack of innovation in technical content delivery as a primary industry hurdle, this proposal introduces virtual simulation to allow participants to assemble and disassemble components and understand complex part interactions. This methodology promotes learning by association and active exploration while effectively bypassing the logistical constraints of time, space, and resources inherent in physical workshops. The execution plan begins with research into STEAM models in Higher Education, followed by the integration of a "virtual laboratory" into the curriculum, and concludes with a formal assessment of the attendees' acquired skills. Ultimately, this initiative creates a dynamic, immersive environment that bridges the gap between theory and digital practice to meet the rigorous demands of the modern automotive industry.
Medicus: Método educativo para el discipulado integral y crecimiento universal en cristo
(Universidad Santo Tomás, 2026-04-10) Mojica Jurado, Isabella María; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002175490; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://orcid.org/0000-0002-0225-2602
This research project aims to design and implement the pedagogical model MEDICUS (Educational Method for Integral Discipleship and Universal Growth in Christ), intended to transform biblical teaching within the International Charismatic Foursquare Church in Villavicencio. The main problem lies in the persistence of traditional teaching practices based on unidirectional knowledge transmission, which limits deep, critical, and contextual understanding of the Scriptures, particularly among younger generations. In response, the study proposes a model that integrates constructivism, contemporary biblical hermeneutics, and the principles of the Educational Model of the Universidad del Meta (MEUM), in order to promote meaningful, participatory, and holistic learning. Methodologically, the research follows an applied approach, structured in phases of diagnosis, design, implementation, and evaluation, using techniques such as participant observation, document analysis, and pedagogical intervention. The expected results include improvements in participants’ engagement, biblical comprehension and interpretation, as well as their ability to apply teachings to everyday life. Additionally, the MEDICUS model is expected to contribute to pedagogical innovation in Christian education, positioning itself as a replicable proposal for other faith-based communities.
Personalización y autonomía en el aprendizaje matemático mediado por inteligencia artificial en grado noveno
(Universidad Santo Tomás, 2026-04-02) López Cuastumal, Luis Emir; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001651915; https://orcid.org/0000-0002-0225-2602
This research aims to analyze ninth-grade students' perceptions regarding the use of artificial intelligence tools in mathematics learning. It is based on the need to understand how applications such as ChatGPT, Photomath, and GeoGebra contribute to conceptual understanding, the development of critical thinking, and autonomous problem-solving within an educational context that demands innovation and adaptation to emerging technologies. The theoretical framework is grounded in categories such as artificial intelligence, personalized learning, critical thinking, and educational constructivism, which guide data interpretation and the methodological coherence of the study. The methodology is designed using a qualitative approach, supported by semi-structured interviews and analysis of students' experiences. This will allow the identification of usage patterns, benefits, and perceived limitations in the integration of AI in mathematics teaching. The expected results aim to highlight both the potential of these tools to enhance learning and foster autonomy, as well as the risks associated with technological dependence and the lack of critical reflection. Overall, the study seeks to contribute to the pedagogical discussion on the incorporation of artificial intelligence in secondary education, providing insights to strengthen teaching practices and promote more contextualized, reflective, and emancipatory mathematics learning.
Estrategia didáctica basada en problemas para el fortalecimiento de competencias en la formación policial
(Universidad Santo Tomás, 2026-04-06) Fuentes Alvarado, Miryam Zulay; Payares Guerra, Liliana Patricia; Patiño García, Edgar Ernesto; Salavarrieta Castro, Margarita María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000101594; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001999590; https://orcid.org/0000-0002-0225-2602
This project analyzes the relevance of a problem-based learning strategy to strengthen teamwork and conflict resolution skills in aspiring patrol officers at the Carabineros School in the Province of Vélez. It begins with the identification of limitations in the development of socio-emotional and mediation skills during initial training, which impacts operational coordination and conflict management in community contexts. The overall objective is to design, implement, and evaluate a problem-based learning sequence that integrates case studies, collaborative work, and guided reflection in simulated police intervention scenarios. Methodologically, a qualitative action research study with case study characteristics is proposed, conducted with a group of aspiring officers from a specific course and with the participation of the module's instructors. Data will be collected through participant observation, semi-structured interviews, and a competency assessment rubric, and analyzed using systematization and categorical comparison procedures. It is expected that progress will be made in assertive communication, joint decision-making and negotiated conflict management, as well as pedagogical guidelines to adjust police training to the current demands of the service.
Estudio de factibilidad: Un modelo para el estudio del doctorado en didáctica en la Universidad Santo Tomás
(Universidad Santo Tomás, 2018) Monroy Mora, Elías Mauricio; López Caballero, Heidy Karely; Murcia Garzón, Sor Herminia Marcela.; Universidad Santo Tomás
Danza como Estrategia Pedagógica para Aprovechamiento Creativo del Tiempo Libre en Estudiantes de Grado Noveno de I.E.D Bolivar de Villa San Diego de Ubaté
(Universidad Santo Tomás, 2025-09-22) Murcia Forero, Rosa Isabel; Sanchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002228186; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919
This project, entitled “Dance as a Pedagogical Strategy for the Creative Use of Free Time in Ninth Grade Students at I.E.D. Bolívar in Villa de San Diego de Ubaté”, aims to transform adolescents’ free time into a meaningful educational experience. The research starts from the recognition that, in school contexts, students often spend their free time passively, limiting their personal, social, and creative development. In response, dance is proposed as a pedagogical tool that fosters artistic expression, strengthens identity, and promotes community integration. The proposal is based on a qualitative pedagogical action research approach, structured in phases of planning, workshop implementation, systematization, and dissemination of results. It is carried out with a focal group of ninth-grade students, using instruments such as teacher-researcher logs, observation rubrics, expressive self-evaluations, and audiovisual records. From a humanistic and interdisciplinary perspective, dance is conceived not only as an aesthetic practice, but also as a means for socio-emotional development, creativity, and the construction of school coexistence. Expected outcomes include the stimulation of creativity, the conscious use of free time, the strengthening of socio-emotional skills, and the improvement of the school climate. Furthermore, the experience seeks to generate institutional impact and serve as a replicable reference for other educational contexts. In this way, dance is projected as a transformative pedagogical strategy that contributes to the comprehensive education of adolescents.
Estrategias Pedagógicas de Educación Sexual para Prevenir Embarazo no Deseado en los Adolescentes del Grado Octavo del Instituto Centro de Comercio de Piedecuesta (Santander)
(Universidad Santo Tomás, 2025-09-17) Rudas Palma, Jasmina Beatriz; Sánchez Rueda, Humberto; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919
The daily challenges faced by adolescents are more complex. Upon reaching puberty, they begin to experience changes in their bodies, hormonal changes, and even begin to feel attracted to other boys or girls, beginning the process of falling in love and dating. Prevention mechanisms with comprehensive sex education should be implemented at this point. In Colombia, the General Education Law (Law 115 of 1994) in its Chapter 1 and Article 13 establishes a primary objective: "To develop a healthy sexuality that promotes self-knowledge and self-esteem, the construction of sexual identity within respect for gender equality, affection, mutual respect, and preparation for a harmonious and responsible family life." Article 14 establishes, "Sexual education, provided in each case according to the psychological, physical, and emotional needs of students according to their age." Teenage pregnancy is a social and public health problem, particularly affecting adolescents under 14 years of age. It affects both the family unit and the student-educational institution relationship, particularly among the most vulnerable sectors of society, with a particularly low educational level. In the city of Bucaramanga, educational institutions are no strangers to this phenomenon, which negatively impacts adolescents' continued education and job opportunities, as most are forced to drop out, leaving them with a very low level of education, which prevents them from obtaining good jobs in the future. This research project seeks to analyze how unwanted teenage pregnancy affects the academic performance and success of students at the Instituto Centro de Comercio de Piedecuesta. It aims to identify the main causes and difficulties they face, as well as evaluate the strategies implemented by the educational institution to support these young women.
Proyectos de Indagación Científica en el Aula de Educación Inicial de la Institución Educativa Técnica Agropecuaria de Luruaco
(Universidad Santo Tomás, 2025-09-16) Álvarez Castaño, Yirys Paola; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001998229; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919
Early childhood is an important stage in a person's life, which is why, over time, various proposals have been implemented that contribute to the development of comprehensive education that lays the foundation for learning. At the Luruaco Agricultural Technical Educational Institution, early childhood education groups are being implemented, using scientific inquiry projects as a strategy that contributes to the comprehensive development of children. This research seeks to analyze how scientific inquiry practices impact the learning process in early childhood education. This interest arises from the need to understand, through a reflective and contextualized perspective, what transformations are generated in classroom dynamics when active methodologies that stimulate students' scientific thinking are integrated. This preliminary research project is based on qualitative research, which will allow for an in-depth understanding of the dynamics, meanings, and experiences generated around the implementation of scientific inquiry projects. The case study approach was chosen because it allows for a detailed analysis of a specific educational context, seeking to identify the impact of these pedagogical strategies on the teaching and learning processes.
Evaluación del Efecto del uso del Software Matlab en los Procesos Pedagógicos de la Asignatura de Ecuaciones Diferenciales
(Universidad Santo Tomás, 2025-09-09) Oviedo Forero, Oscar Julián; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001670646; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0967-025X; https://orcid.org/0000-0003-4542-8919
This document is the preliminary draft of a research project that aims to evaluate the effect of implementing the mathematical software Matlab on the pedagogical processes of differential equations courses taught at the Faculty of Engineering of the Universidad Piloto de Colombia, Alto Magdalena branch. This research emerges as an innovative response to the trend toward traditional, behaviorist teaching of the subject, which involves exercises that are decontextualized and have no practical relevance to the professional future of students in higher education. With the advent of high-performance computing, the applications of mathematics in professional fields have been transformed, and the productive sector demands computational skills, especially in areas such as engineering and science, where differential equations govern the phenomena studied. In addition, the course content tends to be challenging for most students who are new to this branch of mathematics. Therefore, the implementation of the software serves as a resource that facilitates active learning and the understanding of advanced theoretical concepts. Through a quantitative methodology with an explanatory approach, we aim to study the causal relationships that exist between constructs such as software use, student self-efficacy and performance in the subject, for which a structural equation model (SEM) has been designed with which it is expected to perform the analysis of quantitative data obtained from two repetitions of the application of a Likert questionnaire to a sample of at least 150 students from the institution in question.

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