Conference Agenda

Emotional intelligence has gained increasing attention in educational research due to its relationship with student well-being, academic performance, and retention. However, within Higher Education -particularly in the Latin American context- research remains limited and fragmented. This study aims to conduct a systematic review of emotional intelligence and its impact on student well-being in higher education institutions in Latin America. The review was conducted in accordance with PRISMA guidelines and included studies retrieved from Scopus, Web of Science, and SciELO databases. A total of 86 articles published between 2010 and 2025 were initially identified, of which 30 met the established inclusion criteria.

The analysis reveals that most studies emphasize general emotional skills and academic outcomes, while limited attention is given to individualized and holistic approaches to student development. In particular, the absence of a biopsychosocial perspective restricts the design of comprehensive educational strategies aimed at promoting student well-being, strengthening the educational environment, and reducing dropout rates. The findings highlight the need for higher education institutions to integrate emotional intelligence into broader institutional policies that address students’ emotional, social, and psychological dimensions.

Learning strategies are of vital importance in university life; therefore, when students fail to develop them, frustration may arise during the learning process, particularly in highly demanding professional programs such as engineering. In the current educational context, emphasis is placed on students actively constructing their own knowledge, positioning them as the main protagonists of both the teaching and learning processes. The aim of this study was to estimate the use of learning strategies among first-year engineering students at a public university in Peru. A quantitative approach was adopted, with a descriptive, cross-sectional, non-experimental design. The sample consisted of 167 first-year engineering students who completed the Brief Learning Strategies Scale. The results showed that 71.9% of the students do not use learning strategies, while 28.1% do. Regarding the elaboration and organization dimensions, the highest percentages were concentrated in the regular category, with 61.7% and 60.5%, respectively. These findings indicate that students require tools that support the development of learning strategies in order to achieve a more effective learning process. Additionally, significant differences were found according to age.

The objective of this study was to determine the influence of collaborative strategies on reading self-efficacy and academic performance in university students at the School of Fisheries Engineering. An applied, pre-experimental methodology was used, with 27 students participating as the experimental group. Instruments such as the Reading Self-Efficacy Test, the Collaborative Strategies Intervention Model, the Collaborative Performance Rating Scale, and the Academic Performance Questionnaire were used. The results showed significant differences between the pre- and post-tests in reading self-efficacy (t = 27.74∗∗ ̸= 29.27∗∗), as well as in its dimensions: decoding and reading fluency (t = 28.55∗∗ ̸= 33.67∗∗ , p < 0.01) and comprehension (t = 44.54∗∗ ̸= 47.08∗∗ , p < 0.01). In conclusion, the collaborative strategies intervention model has a significant effect on reading self-efficacy and academic performance, validating the effectiveness of the experimental program in university students of Fisheries Engineering.

Algorithmic thinking represents a fundamental pillar of computational thinking and plays a key role in the initial training of university students, even in fields not directly related to computer science. This research aimed to compare the effect of using Scratch and PSeInt on the development of algorithmic thinking in first-year university students majoring in Chemistry. The research employed a quasi-experimental design with pre- and post-test measurements, using the Marcos Román-González Computational Thinking Test as the assessment instrument. The intervention took place during the second unit of the basic computer science course entitled "Fundamentals of Algorithms," where one group of students worked with Scratch and another group with PSeInt. The results showed that both groups demonstrated improvements in their scores for the algorithmic thinking pillar; however, the group using Scratch showed a statistically significant improvement. No statistically significant differences were found when directly comparing the changes between the two groups. These findings suggest that Scratch promotes the development of algorithmic thinking in initial training situations, although the magnitude of the improvement does not differ significantly from PSeInt.

The virtual university environment has experienced a major boost after the pandemic crisis; however, the training of specialized professionals presents major challenges in didactics and the formative assessment process. Therefore, the main objective of this research was to determine the relationship between formative feedback and the development of critical and creative skills in university students. The research was quantitative, correlational, and non-experimental. Participants included 137 virtual-mode engineering students from the city of Lima, Peru, aged between 18 and 45 years, with 64.2% male and 35.8% female. Findings indicate that formative feedback has a positive, significant, and strong correlation with both critical skills (r = 0.659, p < .001, Z = 0.791) and creative skills (r = 0.660, p < .001, Z = 0.791). Women scored higher in descriptive and evaluative feedback, as well as in critical and creative skills. Younger students reported higher scores in overall formative feedback and its evaluative dimension. Students who combine work and studies perceived formative feedback, discovery-based feedback, evaluative feedback, critical skills, and creative skills more positively. No significant differences were found according to the specific field of engineering.

Abstract– The management of university student entrepreneurship represents a complex organizational challenge, particularly in public universities where multiple actors, institutional constraints, and fragmented processes coexist. In this context, this study analyzes how a systemic and digital approach can contribute to transforming the management of university student entrepreneurship. An applied research design with a mixed-methods approach adopted, integrating Soft Systems Methodology (SSM) with a digital tool for assessing entrepreneurial competencies, referred to as CREARIE 2.0. The reference framework was developed through a systematic literature review following the PRISMA protocol, which allowed the identification of contributions and limitations related to systemic approaches and digital tools in higher education. SSM was employed to structure the problematic situation using rich pictures, CATWOE analysis, and conceptual models, revealing a gap between systemic diagnosis and operational action. To address this gap, CREARIE 2.0 was designed and implemented, and its functionality was evaluated through a pilot study involving 34 students from a Peruvian public university. The results indicate that integrating systemic analysis with a digital assessment tool enables the generation of structured information on entrepreneurial profiles, supporting student feedback and evidence. based pedagogical and institutional decision-making. The study concludes that moving from complexity to action requires articulating systemic approaches with digital instruments oriented data-driven management.