Implementación de un Laboratorio STEAM basado en retos para fortalecer competencias en sistema financiero internacional en modalidad virtual

Abstract

This educational project addresses the limitations identified in the teaching and learning of the International Financial System (IFS), a subject within Areandina's online Finance and International Business program. The initial assessment revealed difficulties associated with predominantly theoretical approaches, low student interaction, heterogeneous student backgrounds, and a need to strengthen conceptual understanding through more applied experiences. Based on these findings, the design and implementation of a challenge-based STEAM laboratory is proposed, aimed at fostering meaningful learning through the integration of science, technology, engineering, art, and mathematics in contextualized financial scenarios. The laboratory's purpose is to transform the learning experience through an active, student-centered methodology that promotes critical analysis, problem-solving, data interpretation, and decision-making in global financial contexts. The proposal was developed using a mixed-methods approach, with a qualitative emphasis, and aligned with the educational innovation model based on Design Thinking. Thirty-one students voluntarily participated in the SFI Cohort C, Group 201 course. Quantitative instruments (perception survey, pre-test, post-test, and evaluation rubrics) and qualitative instruments (semi-structured interview, teaching field journal, and analysis of academic products) were used. The laboratory is structured around four interdisciplinary challenges, integrating digital tools, simulations, analysis of real data, and applied academic production. The intervention takes place in eight synchronous sessions using Teams and resources created in Genially, Gamma, Nearpod, Wooclap, and Wayground. The findings show an increase in motivation, participation, conceptual understanding, and use of digital tools. Likewise, a greater ability to relate theory to practical situations is observed. The proposal proved to be a relevant strategy for strengthening learning in virtual environments, improving the relationship between theory and practice, and contributing to the transformation of pedagogical practices in higher education.