Especialización Pedagogía para la Educación Superior

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

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Propuesta de un plan de mejora para potenciar las competencias pedagógicas, didácticas y digitales en docentes diseñadores gráficos y su incidencia en los procesos de aprendizaje de estudiantes de noveno semestre. “De diseñador a docente”
(Universidad Santo Tomás, 2026-06-22) Cardozo Murcia, Hasbleidy; 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 aims to design an improvement plan proposal to strengthen the pedagogical, didactic, and digital competencies of graphic designer educators, considering their impact on the learning processes of ninth-semester students. The study adopts a qualitative approach, which is suitable for interpreting classroom realities, perceptions, and tensions from the perspective of the actors involved. It also follows a projective research design, meaning that the methodological scope is rigorously limited to the diagnostic phase and the design of the proposal as a practical solution, without including its implementation or subsequent evaluation. A tension has been identified between the disciplinary training of graphic designers and the pedagogical competencies required in higher education. Since these educators come directly from professional practice, they tend to prioritize technical updating and transfer dynamics from the real-world professional environment into the classroom. However, the lack of formal pedagogical training often leads to empirical or subjective teaching practices, resulting in difficulties in lesson planning, didactic diversification, and the establishment of clear assessment criteria, which ultimately affects students’ understanding of the learning process. There is a need to move beyond traditional diagnostic approaches and teaching models based on imitation. Strengthening teaching competencies through a concrete framework for action not only helps bridge the gap between “knowing how to do” and “knowing how to teach,” but is also ethically essential given the high social responsibility associated with graphic design. This approach contributes to ensuring the education of critical, strategic, and autonomous professionals.
Diseño de una estrategia pedagógica para el desarrollo de competencias socioemocionales en niños de tres años en un CDI de Facatativá
(Universidad Santo Tomás, 2026-07-27) Duque Villalba, Yenny Edith; Contreras, Raquel Patricia; Universidad Santo Tomás
This research study stems from the need to strengthen teaching practices at a Child Development Center (CDI) in the municipality of Facatativá, Cundinamarca, where a disconnect has been observed between the planning and implementation of educational activities, limiting the development of social-emotional competencies in three-year-old children. This research employs a qualitative approach and an action-research methodology, which proposes a pedagogical strategy described as a Pedagogical Laboratory of Emotions. This strategy is based on the intentional use of play as a pedagogical resource or tool to promote children’s social-emotional development. The aim is for the implementation of this design to go beyond mere entertainment and address the needs observed in the children’s context, which could help strengthen their autonomy, peer interaction, social coexistence, emotional recognition, and the resolution of everyday conflicts. This research is being conducted with a sample of approximately 15 to 19 preschool-aged children, as well as educators and teaching assistants. Data collection methods will include direct observation, a field journal, a social-emotional development checklist, and finally, an evaluation guide for the implemented pedagogical experiences.
Brecha enseñanza-práctica del docente inglés
(Universidad Santo Tomás, 2026-07-22) Ariza Santos, Santiago; Gómez Segura, Daniel; Contreras Triana, Raquel Patricia; Universidad Santo Tomás
This research analyzes the gap between the principles of cognitive linguistics and traditional pedagogical and evaluative practices in virtual learning environments. The objective is to understand the learning experiences of 7th-semester preservice English teachers in a distance-learning program, who face the "double intellectual journey" of acquiring the language while simultaneously training as educators. Under an interpretive approach and a mixed-methods design (QUAL-quant), data will be collected through a sociodemographic questionnaire and a virtual focus group applied to 8-10 participants. The findings aim to provide empirical evidence to propose guidelines that optimize techno-pedagogical designs, teaching, and institutional evaluation, aligning them with the organic nature of second language acquisition.
Diseño de una estrategia de aprendizaje mediada por TIC desde el modelo TPACK para mejorar la práctica pedagógica en el curso de 9.º grado de la Escuela rural Comunidad El Manguito, El Salvador
(Universidad Santo Tomás, 2026-07-16) Castañeda Rojas, Milton Arturo; Contreras Triana, Raquel Patricia; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001027735; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002071309; https://scholar.google.com/citations?user=NY8GOFUAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0009-0446-261X
The present research will be conducted at the Escuela Comunidad El Manguito in El Salvador and is aimed at strengthening pedagogical practices in the 9th grade through the relevant integration of information and communication technologies (ICT) in a rural context characterized by limited resources and restricted connectivity conditions. The research problem arises from the gap between the basic availability of certain technological resources and their scarce articulation with curricular content, didactic strategies, and actual classroom needs—a situation that limits their potential to enrich teaching and learning processes. The general objective is to design a learning strategy based on the TPACK model in order to improve the teacher's pedagogical practices and foster more meaningful learning experiences for the students. This model is adopted as the theoretical framework because it allows for an understanding of the relationship between technological, pedagogical, and content knowledge within specific teaching contexts. Methodologically, the study is framed within a qualitative approach with an action-research design, as it seeks to understand a situated problem and intervene in it in a reflective, participatory, and contextualized manner. For data collection, observation, semi-structured interviews, field diaries, and tracking sheets will be employed. The proposal will be developed through diagnostic, characterization, and design phases. The study is expected to contribute to the improvement of teaching practices and provide a relevant reference point for other rural educational contexts with similar characteristics.
Incidencia de competencias de lectura crítica y comunicación escrita en desempeño en pruebas saber pro de estudiantes del programa técnico profesional en servicio de policía de escuela nacional de carabineros
(Universidad Santo Tomás, 2026-07-21) Peñuela Castro, Hugo Andres; Puentes Gómez, Adrián Camilo; Riaño Zamora, Lorena Ivón; Contreras Triana, Raquel Patricia; Salavarrieta Castro, Margarita Maria; Universidad Santo Tomas
Based on the results of the latest 2024 ICFES assessment, an analysis reveals that the Facatativá National Carabineros School (ESCAS) falls below the national average in the written communication and critical reading modules. This indicates that the school is not meeting the Ministry of National Education's expectations regarding the generic competency modules evaluated in the state exams. Higher education in Colombia currently faces the challenge of ensuring not only access but also the quality of educational processes, particularly concerning the development of generic competencies such as critical reading and written communication. In this context, the Saber Pro exams—designed by the Colombian Institute for the Evaluation of Education (ICFES)—serve as a key benchmark for measuring these competencies among students in technical, technological, and professional degree programs. However, results from these assessments have revealed persistent weaknesses in reading comprehension, especially among populations with technical and operational training, such as students in the Professional Technical Program in Police Service. General Objective: To evaluate the impact of reading comprehension deficiencies on the academic performance of National Carabineros School students regarding the Saber Pro exams, with the aim of designing a protocol to strengthen critical reading and written communication skills, tailored to the realities of police service. Specific Objectives: 1. To characterize the reading profile of first- and second-term ESCAS students by identifying their literal, inferential, and analytical reading levels using standardized diagnostic instruments. 2. Correlate the results of institutional Saber Pro mock exams with the teaching methodologies used in the "Police Law" and "Police Communication" courses. 3. Determine the extrinsic factors (schedules, fatigue, library access) and intrinsic factors (motivation, prior reading habits) that hinder the development of reading competence at the school. 4. Propose a "Critical Reading for Police Service" guide that utilizes real-life cases, court rulings, and operational reports as reading material for Saber Pro exam preparation. 5. Design a pedagogical strategy based on operational contexts that contributes to strengthening critical reading and written communication skills. 6. The research adopts a mixed-methods epistemological approach, integrating quantitative and qualitative elements to comprehensively understand the issue of reading comprehension among students in the Professional Technician in Police Service program. 7. The quantitative component aims to measure reading comprehension performance levels using results from diagnostic tests and Saber Pro-style mock exams, enabling the identification of relationships between variables and performance trends. Meanwhile, the qualitative approach allows for the interpretation of perceptions, experiences, and pedagogical practices associated with the reading process, delving deeper into the factors influencing the issue. 8. The research is descriptive-correlational in nature and includes a proposal-oriented component. It is descriptive because it characterizes the students' reading comprehension levels; correlational because it analyzes the relationship between this competence and performance on Saber Pro exams; and proposal-oriented because it seeks to design a pedagogical strategy to help improve the identified situation. The strategy is grounded in meaningful learning, a competency-based approach, and the use of real operational contexts, aiming to make reading relevant, applicable, and motivating for the students.
Resignificación del manual de convivencia de la institución educativa de la sabana: un ejercicio desde la justicia restaurativa para la transformación institucional
(Universidad Santo Tomás) Gámez Ramírez, Yhon Edisón; 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 study examined how restorative justice can contribute to the re-signification of the School Coexistence Manual of Institución Educativa de la Sabana in order to strengthen dialogue, harm repair, and shared responsibility in the management of school conflicts. The research was conducted using a qualitative approach grounded in the interpretive paradigm, the diatopic hermeneutic method, and Educational Action Research. Data were collected through semi-structured interviews, participant observation, document analysis, and restorative circles involving teachers and school administrators from the institution. The findings revealed understandings of school conflict centered on human relationships, life experiences, and students’ support needs. The study also identified practices related to active listening, mediation, trust-building, and collaborative agreement-making, as well as opportunities to strengthen institutional communication, coordination among educational actors, and the implementation of the School Coexistence Manual. The study concludes that restorative justice is not intended to replace institutional regulations but rather to strengthen their pedagogical purpose through dialogue, participation, shared responsibility, and relationship restoration. In this sense, the re-signification of the School Coexistence Manual emerges as an opportunity to promote more humane, reflective, and context-responsive approaches to school coexistence and conflict management
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.

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