Programa del congreso

The present study aimed to compare the levels of university structural stress among students from Peruvian public and private institutions. A quantitative, basic research design was employed, with a non-experimental, cross-sectional, and comparative approach. The sample consisted of 800 undergraduate students (400 from public universities and 400 from private universities), selected through non-probabilistic convenience sampling. A 27-item questionnaire was administered, organized into three dimensions: administrative procedures, bureaucratic overload, and academic predictability, using a five-point Likert scale. The instrument was validated through expert judgment and a prior pilot test. Data analysis included descriptive statistics, independent samples t-test, and effect size calculations. The results revealed statistically significant differences in the total structural stress score between both groups, with higher levels observed among students from private universities (t(798) = −4.98, p < .001; d ≈ 0.35). This pattern was replicated across the three dimensions and remained significant after correction for multiple comparisons. It is concluded that although university structural stress is often socially associated with the public sector, the findings of this study indicate higher levels in the private sector, potentially affecting the overall student experience

Employability in automotive technical education has traditionally been associated with technical proficiency, often overlooking the structural role of soft skills in sustainable labor market integration. This study examines the relationship between soft skills development and employability among automotive mechanics graduates in Ecuador, with broader implications for Latin America, based on data collected between 2020 and 2025, with particular emphasis on the 2025 assessment cycle. A quantitative descriptive approach was employed through surveys administered to 90 graduates and 12 employers from the Instituto Tecnológico Bolivariano. Findings reveal a significant perceptual gap: while graduates report strengthened competencies in professional ethics (73.9%) and problem-solving (61.4%), employers identify deficiencies in these same areas (58.3%). The results further indicate that the quality and duration of pre-professional internships positively influence job placement outcomes. In response, the study proposes the Integral Technical Employability Model Based on Soft Skills (MIET-Soft), which integrates explicit curricular alignment, structured internships, contextualized performance assessment, and longitudinal employability tracking. The findings suggest that systematic integration of competencies such as communication, leadership, and teamwork is essential for sustainable employability in contemporary technical sectors.

The loss of an upper limb during childhood affects not only mobility but also the functional, social, and emotional development of children. In Honduras, the scarcity of growth-adjustable pediatric prostheses creates economic and healthcare challenges due to the need for frequent replacements as children grow. This project aimed to design a preliminary prototype of a transradial myoelectric prosthesis adjustable to pediatric growth, capable of interpreting EMG signals to operate a basic grasping mechanism. The methodology included three phases: study, development, and validation. Morphological analyses and the ELECTRE method defined technical specifications, while Human-Based Design supported decision validation through surveys with users and experts. The prototype was manufactured using 3D printing and incorporated an EMG-based activation algorithm. Preliminary validation tests with three subjects using 3D-printed residual limbs demonstrated accurate myoelectric response and effective adaptability of the modular adjustment system. These results indicate that, with further refinement and clinical validation, the device could provide an accessible solution for children with transradial amputation.

This study provides a descriptive–comparative characterization of the cohorts admitted to the Leveling Course at the Escuela Politécnica Nacional (EPN) following the implementation of the new institutional admission exam in the 2024-B academic period. Two observable variables are analyzed: the admission score (0–1000 scale) and the type of feeder high school (public/fiscal, public–missionary, municipal, and private). Using anonymized administrative records from the 2024-B and 2025-A academic periods, descriptive statistics are computed and Levene’s test is applied to assess homogeneity of variance, followed by Welch’s ANOVA. The results show a significant decrease in the mean admission score (≈97 points lower in 2025-A; Welch ANOVA p-value < 2.2 × 10⁻¹⁶) and an increase in the proportion of students coming from public (fiscal) institutions. These findings suggest the need for differentiated leveling strategies and continued monitoring of equity. The evidence supports institutional decision-making and motivates future research on academic performance and student persistence.