Conference Agenda

Virtual learning environments (VLEs) have become a significant pedagogical alternative in Colombian police education by enabling simulated training under safe and controlled conditions and reducing the risks associated with real-world operational practice. This study aimed to develop an evaluation model specifically designed for virtual police training environments. A mixed-methods exploratory-descriptive design was employed, combining documentary analysis, semi-structured interviews, and surveys with 35 cadets and 7 instructors from a Colombian police training institution. The findings confirm the pedagogical value, accessibility, and high levels of learner satisfaction associated with VLEs, while also revealing challenges related to the quality and timeliness of feedback, the perceived realism of simulations, and trust in digital security. These results highlight the need for an evaluation framework tailored to virtual police training contexts that ensures validity and reliability in competency assessment. In response, a comprehensive virtual assessment model is proposed to strengthen technical, ethical, and socio-emotional competencies in police trainees, with potential applicability to police academies and law enforcement training institutions worldwide.

This article presents the design, implementation, and evaluation of a digital literacy program, with the objective of developing digital skills across different proficiency levels. The training process was delivered by fourth-semester students from the Intelligent Systems Engineering program at the Universidad Bolivariana del Ecuador, in collaboration with the Ministry of Economic and Social Inclusion (MIES). Classes were implemented in a virtual modality, utilizing synchronous and asynchronous sessions with a participatory approach throughout the learning process, which aided in the practical comprehension of the contents.

To evaluate the program's effectiveness, a pretest-posttest survey was applied to a group of 200 beneficiaries who completed a total of 120 hours of training. The data obtained were analyzed using the Stuart-Maxwell test, which demonstrated a statistically significant improvement in digital literacy levels: the distribution shifted from 10% low, 64.5% medium, 22% high, and 3.5% with no level in the pretest, to 92% high, 5.5% medium, 2% low, and a minority of 0.5% with no level in the posttest.

The results show that the process was notable in the comprehension and use of Information and Communication Technologies (ICT) tools, evidencing the positive influence of digital literacy on the personal development and technological inclusion of the beneficiaries.

Teacher digital competence has acquired a key role in higher education, especially in public universities where digitization processes have been uneven. This study analyzes the relationship between teachers' digital competence and educational performance in public universities in Peru, considering possible nonlinear effects. A quantitative approach was used, with a non-experimental, cross-sectional design, applying surveys to a sample of 30 university students. Educational performance was operationalized in three dimensions—professional performance, personal performance, and social performance—while the learning experience was measured through lesson planning, classes with a predominance of procedures, and the level of perceived learning. The analysis included descriptive statistics, Pearson correlations, and linear regression models compared with nonlinear models using restricted cubic splines. The results show positive and significant associations between the analyzed dimensions, as well as substantial improvements in the fit of the nonlinear models compared to traditional linear specifications. In particular, non-homogeneous effects are identified, suggesting the presence of thresholds beyond which the pedagogical integration of digital competence translates into higher levels of performance. It is concluded that teachers' digital competence contributes to educational performance only when it is intentionally and systematically integrated into pedagogical practice. The findings provide relevant empirical evidence for the design of teacher training policies and the strengthening of educational quality in Peruvian public universities. This study contributes to the literature by demonstrating that the relationship between teachers' digital competence and educational performance is not linear, revealing the existence of pedagogical thresholds through the use of restricted cubic splines.

The development of cognitive skills constitutes a fundamental pillar in the training of engineering students, given its impact on meaningful learning and on academic and professional performance. In this context, the objective was to analyze the relationship between teaching strategies and the development of cognitive skills in engineering students. The research was conducted using a quantitative approach, with a non-experimental design and a correlational scope. The sample consisted of engineering students selected thru non-probability convenience sampling. For data collection, a structured questionnaire with a Likert-type scale was used, validated thru expert judgment and exhibiting adequate levels of reliability. The data analysis included descriptive and inferential statistics, with Spearman’s correlation coefficient employed in accordance with the data distribution. The results demonstrate a positive and statistically significant relationship between teaching strategies and the development of cognitive skills, highlighting a stronger association of active methodologies with higher-order skills such as critical thinking and logical reasoning. It is concluded that teaching strategies oriented toward active learning constitute a relevant pedagogical factor for strengthening cognitive skills in the training of engineering students.

The growing development of digital transformation in the educational context has driven the incorporation of immersive technologies and the Metaverse into engineering education, with the aim of enhancing technical and professional skills and competencies in virtual reality and augmented reality environments. This study offers a Systematic Literature Review (SLR) guided by the PRISMA 2020 method, with the aim of examining the impact of these technologies on the teaching-learning process in higher education. Fifty-four studies published between 2020 and 2025 in the Scopus academic database were reviewed. The results reflect the positive impact of immersive technologies in engineering, as they enable the visualization of complex processes, the simulation of industrial environments, the practice of critical tasks without risk of accidents, and the personalization of learning. However, the incorporation of technological equipment, digital representations of real systems, hardware, and enhanced network infrastructure is necessary to achieve this. This review highlights the importance of adopting these technologies to improve learning in engineering, along with a more accurate measurement of the effectiveness of the Metaverse in higher education. However, it also highlights the presence of implementation barriers due to high costs and literature gaps in the actual measurement of the impact of these technologies on educational development. In view of this, strategic areas for future research in this field are suggested.

The purpose of this study is to analyse the mediating role of social influence on academic integrity concerns associated with ChatGPT use among university students, considering perceived usefulness, perceived ease of use, and technological self-efficacy as predictor variables. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional design and an explanatory scope. The study sample consisted of university students in Peru. The methodology included the administration of a structured Likert-scale questionnaire, previously refined through exploratory factor analysis and validated through confirmatory factor analysis. Data processing and analysis were performed using multiple regression models and mediation analysis to compare direct and indirect effects. The results show that social influence plays a significant mediating role between technological perceptions and academic integrity concerns. In particular, perceived usefulness had a direct adverse effect on academic integrity concerns, while perceived ease of use and social influence had positive, statistically significant direct effects. For its part, technological self-efficacy did not show a significant direct effect on this concern. The main conclusion indicates that concern about academic integrity regarding the use of ChatGPT is not explained solely by individual or instrumental factors, but rather is shaped by social dynamics that influence the normalisation, regulation, and ethical evaluation of the use of artificial intelligence in the university context.