Conference Agenda

This study analyzes the impact of the ROCEF (Role, Objective, Context, Examples and Format) methodology on the development of critical thinking in university students when interacting with artificial intelligence tools such as ChatGPT. An experimental design was conducted with 60 students divided equally into an experimental group and a control group. The experimental group was trained in the use of the ROCEF methodology, while the control group used traditional methods. The results show that the ROCEF methodology significantly improves the three dimensions of critical thinking evaluated: appropriability, evocativeness and integration. In the appropriability dimension, the experimental group achieved a median of 10, compared to 8 for the control group. In evocativeness, the median was 6 in the experimental group and 5 in the control group. Finally, in integration, the experimental group obtained a median of 6, surpassing the 4 of the control group. The t-test for independent samples indicated statistically significant differences (t=4.869, p<0.001), with a very large effect size (d=2.042), which evidences a substantial impact of the ROCEF. methodology. This pedagogical approach stands out as an effective strategy to optimize critical and reflective learning in educational environments, promoting essential 21st century competencies such as critical thinking.

To promote the practice of Inclusive Education, the development of strategies that actively involve students with disabilities and achieve the learning required for their insertion into the world of work is crucial. The review was carried out considering the PRISMA model, with the objective of identifying teaching and learning strategies to promote inclusive education, as well as analyzing their impact on research articles from 2017 to 2024. The methodology of scientific literature review was employed, and 40 research articles were selected. The main strategies identified were classified into the use of TIC, accompanying strategies, curricular adjustments and adaptations, materials and resources, methodological strategies for literature and science courses, inclusive programs and strategies to strengthen skills for employability. And, in the impact of the strategies used, significant learning, effectiveness in the teaching process, academic performance and autonomy predominated.

This study, situated within the framework of the Sustainable Development Goal (SDG) focused on quality education, examines how translation competence is introduced in job advertisements for translators in Peru, with the aim of identifying the most frequently demanded sub-competences. Employing a qualitative approach, the research adopts a case study design and applies content analysis to a sample of 100 translation job postings published on the most prominent digital employment platforms in Peru as well as an interview to a translation recruiter expert in order to corroborate and enrich the findings. This research is pivotal for improving university-level academic training, aligning with current labor market demands, and fostering the development and updating of key competences.

Problem-Based Learning (PBL) is an educational methodology focused on solving real-world problems, fostering interdisciplinarity, critical thinking, and active learning. This study conducts a systematic literature review on PBL in higher education, with an emphasis on its application in engineering and its integration with Education for Sustainable Development (ESD). The study identifies benefits such as the strengthening of technical and attitudinal competencies, but also challenges, including the need for teacher training and curriculum adaptation. Practical implications for its implementation in the Dominican Republic are proposed, including teacher training, interdisciplinarity in engineering education, and the establishment of partnerships with industry. The study concludes that PBL is a key tool for improving sustainability education in higher education, although further research is needed in the context of developing countries.

This research explored the mediating role of satisfaction with university educational services in the formation of personal, professional, digital and social responsibility competences in Arequipa, Peru. Using a quantitative approach with a non-experimental cross-sectional design, a multivariate model with 5 latent variables was used. Statistical processing and analysis were performed using covariance-based Structural Equation Modelling with a sample of 283 male and female students in a private university. The results of the study indicate that satisfaction with university educational services plays a significant mediating role between the quality of these services and the formation of personal and professional competences, digital competences and social responsibility in students. The most important conclusion is that improving the quality of educational services can increase student satisfaction, which in turn significantly enhances the development of these essential competencies.

Gender equality in higher education is key to the development of more equitable and inclusive societies. This study analyzes and compares perceptions of gender equality among engineering students and those in other academic areas, considering the sociocultural, personal, and relational dimensions. A quantitative approach with a non-experimental, descriptive, and comparative design was used, applying the ACTIG questionnaire to 278 students from different disciplines. The results showed a predominance of sexist attitudes in all areas, especially in Psychology (97%) and Law (96%), while egalitarian attitudes were scarce. Engineering and Medicine showed greater openness to adaptive attitudes, although without reaching significant levels of equity. Moreover, sex was a determining factor in the perception of gender equality, while age had a limited impact. These findings underscore the persistence of stereotypes and structural barriers that affect equity in higher education. It is recommended to implement educational strategies and institutional policies that promote a more inclusive academic culture, in order to reduce gender inequalities and foster equity in all disciplines.