Innovación en estrategias de enseñanza y desarrollo de competencias profesionales en la educación superior peruana
Innovation in teaching strategies and development of professional competencies in Peruvian higher educationContenido principal del artículo
En el ámbito de la innovación pedagógica, la integración de tecnologías y nuevas metodologías se ha posicionado como un factor determinante para el engagement. En este sentido, el objetivo de la investigación fue analizar el mecanismo de influencia de las estrategias de enseñanza docente sobre el desarrollo de competencias profesionales en estudiantes de educación superior pedagógica en el Perú, evaluando el rol mediador del compromiso académico. Mediante un diseño explicativo transversal, se encuestó a 850 estudiantes de Escuelas de Educación Superior Pedagógica de Huánuco, Lima y Arequipa, seleccionados por muestreo probabilístico estratificado. Se aplicaron tres instrumentos validados: Escala de Estrategias Docentes (20 ítems), UWES-S para Engagement (17 ítems) y Cuestionario de Competencias Profesionales (32 ítems). El análisis mediante PLS-SEM con bootstrapping de 5,000 submuestras reveló que las estrategias docentes influyen significativamente en las competencias profesionales (β=0.342, p<0.001) y en el compromiso académico (β=0.589, p<0.001), mientras que este último también predice las competencias (β=0.476, p<0.001). El efecto indirecto demostró una mediación parcial significativa (0.280, t=11.667, VAF=45.02%), explicando el 62.1% de la varianza en competencias profesionales. Los hallazgos evidencian que el compromiso académico actúa como puente psicológico entre la práctica pedagógica y el perfil de egreso, con implicaciones directas para el rediseño curricular en el contexto de la reforma de la carrera pública magisterial peruana.
In the field of pedagogical innovation, the integration of technologies and new methodologies has become a determining factor for engagement. In this context, the objective of the research was to analyze the influence mechanism of teaching strategies on the development of professional competencies in students of higher pedagogical education in Peru, evaluating the mediating role of academic engagement. Using an explanatory cross-sectional design, 850 students from Higher Pedagogical Education Schools in Huánuco, Lima, and Arequipa were surveyed, selected by stratified probability sampling. Three validated instruments were applied: Teaching Strategies Scale (20 items), UWES-S for Engagement (17 items), and Professional Competencies Questionnaire (32 items). The PLS-SEM analysis with bootstrapping of 5,000 subsamples revealed that teaching strategies significantly influence professional competencies (β=0.342, p<0.001) and academic engagement (β=0.589, p<0.001), while the latter also predicts competencies (β=0.476, p<0.001). The indirect effect demonstrated significant partial mediation (0.280, t=11.667, VAF=45.02%), explaining 62.1% of the variance in professional competencies. The findings show that academic engagement acts as a psychological bridge between pedagogical practice and the graduate profile, with direct implications for curricular redesign in the context of the Peruvian public teaching career reform.
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