Innovación Educativa en la Formación Policial: Análisis de la Escuela Gonzalo Jiménez de Quesada

Abstract

This study focused on analyzing how educational innovation practices are being implemented at the Gonzalo Jiménez de Quesada Police School and how these practices affect the training of future police officers as well as the institution itself. The aim was first to understand how instructors perceive and apply educational innovation, then to explore their views on its usefulness, scope, and limitations, and finally to propose suggestions to ensure that these practices can be sustained and replicated in other schools. A qualitative approach with an exploratory-descriptive design was used. Information was collected through semi-structured interviews with instructors and administrators. The data were then organized into categories to examine conceptions of innovation, the pedagogical practices being implemented, factors that facilitate or hinder their application, how innovative ideas are disseminated, and the effects these practices have on both students and the institution. The findings show that these practices promote operational, ethical, and communication skills among students. They also help students better understand the content and engage more actively in learning. At the same time, they help align training with the actual demands of police service. However, challenges were identified, including differences in how instructors apply the methodologies, limited resources, and the need for ongoing institutional support. Based on these results, academic and pedagogical guidelines are suggested to help consolidate innovation, ensure its continuity, and facilitate its replication in other schools. Overall, it is concluded that educational innovation, when supported by institutional backing and continuous instructor training, not only improves student preparation but also strengthens the institution to meet the challenges of police service.