Conference Agenda

The research aimed to evaluate the impact of inappropriate technology use on the physical and mental health of young students in the city of Trujillo during the year 2024. An applied study was conducted, with a quantitative approach and a non-experimental design. Data collection was carried out through a questionnaire administered to a sample of 61 students. The findings revealed that excessive use of electronic devices and social media is related to problems such as anxiety and digita addiction, significantly affecting the students' well -being. Statistical analysis confirmed a strong, significant, and direct correlation between inappropriate technology use and student well -being. This study contributes to Sustainable Development Goal (SDG) 3, whi ch focuses on ensuring healthy lives and promoting well -being for all ages, highlighting the importance of mental health and well -being in the educational setting.

The objective of this research is to design a laboratory program based on the constructivist approach, which seeks to improve the critical-technological capacity in students of the mechatronics engineering degree from a university in Lima. The methodology proposed for the development of the sessions is Project-Based Learning (PBL), having as main foundations the pedagogical, technological, knowledge management and psychological. Likewise, the laboratory program consists of four phases: a) planning: time load, design of learning modules, proposal of class sessions, evaluation rubrics, etc.; b) execution: development of learning sessions which involve the prototyping of four engineering projects divided into four different modules; c) evaluation: use of evaluation rubrics and checklist; and d) continuous improvement: identification of strengths and weaknesses of the program, measurement of results through the rubrics and prototypes presented.

The purpose of the investigation was to establish the correlation between the director's leadership and the institutional climate in an Engineering Faculty of a Public University in Lima. Quantitative, basic descriptive, non-experimental correlational research. Both population and sample included 50 educators from the primary and secondary level. The survey was used as a research method to collect data and the questionnaire was used as an instrument, one per variable, applied individually. The results of Management Leadership indicate that of 100% (N = 50) of teachers surveyed, 96% (n = 48) state that the variable has a good level and those of Institutional Climate indicate that 100% (N = 50) ) of teachers surveyed, 96% (n = 48) state that the variable presents a good level. It has been shown that the manager's leadership is directly related to the institutional climate, that is, Spearman's correlation coefficient reaches a positive symbol. At the inference level, the significance value (.017) confirms the existence of a correlation because the calculated value is lower than the theoretically desired value (.05). In this sense, we affirm that there is a correlation between managerial leadership and the institutional climate in a Faculty of Engineering of a Public University in Lima, but the strength of the association is low (.338).

Abstract- The objective of this study was to determine the impact of the inclusion of the course "Sustainable Development Goals" on attitudes towards sustainable development of university students in Peru. This work contributes to Sustainable Development Goal four, promoting quality education that fosters sustainability, in line with the 2030 Agenda. The approach was quantitative, applied, and descriptive-comparative design. The non-probabilistic convenience sample consisted of 302 students: University 1 (198) without a course related to sustainability and University 2 (104) with such a course. A validated questionnaire was used that evaluated four dimensions: environmental, economic, social and educational. The results show that students from university 2 reached a high level in attitudes towards sustainability (78.8%), compared to university 1, where the average level predominated (81.8%). The Mann-Whitney U test analysis (p<0.05) showed significant differences between universities in all dimensions. These findings underline the importance of integrating sustainability into university curricula to strengthen positive attitudes towards sustainable development.

Keywords – Sustainability, attitudes towards sustainable development, higher education.

The study analyzed the development of transversal competencies in university students from various professional programs at a Peruvian university, with an emphasis on the differences according to the academic program. Using a non-experimental comparative descriptive design, the Graduate Transversal Competencies Assessment Questionnaire (CECTGRA) was applied to a sample of 242 students distributed across six programs: Accounting, Nursing, Hospitality and Tourism, Engineering, International Business, and Psychology. The results highlight that systemic competencies are the most valued by students in terms of importance, followed by interpersonal and instrumental competencies, evidencing the relevance of critical thinking and problem-solving in professional performance. However, the Kruskal-Wallis test revealed significant differences in instrumental competencies according to the professional career (p < 0.05), with Nursing and International Business showing better results in this dimension. On the other hand, no significant differences were found in interpersonal and systemic competencies between careers, highlighting their universal importance in professional training. These findings underscore the need to adjust university curricula to strengthen instrumental competencies in specific disciplines and ensure comprehensive training that prepares students for the demands of the globalized and competitive job market.

The general objective of the research was to determine the influence of socio-formative teaching on the academic performance of students at a public university. This study adopted a quantitative approach, basic type, with a non-experimental, cross-sectional design and causal correlational level. The population was made up of 100 chemical engineering students, selected through census sampling. Two validated and reliable questionnaires were used: one to evaluate socio-formative teaching and another specifically designed to measure academic performance from a comprehensive approach. The results showed a moderate positive correlation (Rho = 0.430, p = 0.000) between socio-formative teaching and academic performance, it was also obtained R2= 0,15 explaining 15% of its variability, with teacher support as the most influential dimension (Rho = 0.484, p = 0.000). It is concluded that socio-formative teaching significantly improves academic performance by promoting comprehensive skills, motivation and commitment, aligning with previous studies that highlight the importance of this pedagogical approach in diverse educational contexts.