Uso de la simulación virtual como estrategia pedagógica en la formación policial de la Escuela Nacional de Carabineros “Alfonso López Pumarejo”

Abstract

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.