Articulo de Investigación

Abstract

The objective of this research is to reveal teachers' perceptions of teaching practices for Generation Z students enrolled in the Professional Police Technician program at ESAGU. Methodologically, it is framed within a qualitative approach, an interpretive paradigm, an inductive method, and a non-experimental, cross-sectional design. The participants included 53 full-time teachers and 64 part-time teachers, for a total of 117. Among the main results, the following stand out: ESAGU has a group of full-time and part-time teachers who are sufficiently qualified and have extensive professional and educational experience. The diversity of professional profiles is noteworthy, indicating interdisciplinary training. Educators accept and recognize that, at present, teaching represents a constant challenge because it requires the adaptation of teaching strategies and methodologies to a new generation of students with different cognitive, emotional, and relational characteristics and expectations. Although the pedagogical model is recognized and valued for its comprehensive approach, the interviewees' experience reveals a need for greater curricular flexibility, renewal, and improvement of technological infrastructure. In terms of curricular innovation and pedagogy, the participants mention the need to increase the use of simulators, virtual platforms, and other educational technologies. Strengthen cross-cutting training in social-emotional skills, such as emotional intelligence, resilience, and assertive communication. Increase the creation of systematic spaces for community practice, allowing Generation Z students to interact with different social scenarios and actors from the beginning of their training process.