Aprendizaje permanente y calidad de la enseñanza en docentes de educación superior

Lifelong Learning and Teaching Quality among Higher Education Faculty

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Introducción: El aprendizaje permanente constituye un componente relevante del desarrollo profesional de los docentes de educación superior, debido a la necesidad de actualizar conocimientos, fortalecer prácticas pedagógicas y responder a las transformaciones del entorno universitario. Sin embargo, aún es necesario profundizar en la evidencia empírica sobre su relación con la calidad de la enseñanza en docentes universitarios. Objetivo: Determinar la relación entre el aprendizaje permanente y la calidad de la enseñanza en docentes de educación superior. Metodología: Se realizó una investigación con enfoque cuantitativo, diseño no experimental y alcance correlacional. El tamaño muestral mínimo calculado fue de 272 docentes provenientes de universidades privadas de Lima Metropolitana que cumplieron los criterios de elegibilidad y aceptaron voluntariamente participar en el estudio. Para la recolección de datos se utilizaron la Lifelong Learning Mindset, Learning Habits and Self-Directed Learning Scale (LLM-LH-SDL) y el Factors Related to Teaching Quality Questionnaire (FRTQ). Los datos fueron analizados mediante estadística inferencial con el coeficiente de correlación de Spearman, con un nivel de significancia de α = .01. Resultados: Se encontró una relación positiva y estadísticamente significativa entre el aprendizaje permanente y la calidad de la enseñanza (ρ = .821; p < .001). Asimismo, se identificaron relaciones significativas entre la calidad de la enseñanza y las dimensiones mentalidad de aprendizaje permanente (ρ = .765), hábitos de aprendizaje (ρ = .820) y aprendizaje autodirigido (ρ = .761). Conclusión: El aprendizaje permanente presenta una asociación positiva y alta con la calidad de la enseñanza en docentes de educación superior. Los hallazgos destacan la relevancia de la mentalidad de aprendizaje permanente, los hábitos de aprendizaje y el aprendizaje autodirigido como componentes vinculados con una enseñanza de mayor calidad en el contexto universitario.
Introduction: Lifelong learning is a relevant component of the professional development of higher education faculty, given the need to continuously update knowledge, strengthen teaching practices, and respond to transformations in the university environment. However, further empirical evidence is needed regarding its relationship with teaching quality among university faculty. Objective: To determine the relationship between lifelong learning and teaching quality among higher education faculty. Methodology: A quantitative study with a non-experimental design and a correlational scope was conducted. The calculated minimum sample size was 272 faculty members from private universities in Metropolitan Lima who met the eligibility criteria and voluntarily agreed to participate in the study. Data were collected using the Lifelong Learning Mindset, Learning Habits, and Self-Directed Learning Scale (LLM-LH-SDL) and the Factors Related to Teaching Quality Questionnaire (FRTQ). The data were analyzed using inferential statistics with Spearman's correlation coefficient, with a significance level of α = .01. Results: A positive and statistically significant relationship was found between lifelong learning and teaching quality (ρ = .821; p < .001). Significant relationships were also identified between teaching quality and the dimensions of lifelong learning mindset (ρ = .765), learning habits (ρ = .820), and self-directed learning (ρ = .761). Conclusion: Lifelong learning showed a strong positive association with teaching quality among higher education faculty. The findings highlight the relevance of a lifelong learning mindset, learning habits, and self-directed learning as components associated with higher teaching quality in the university context.

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Otoya Torrejón, R. G., Rodríguez Saavedra, L., Camargo Zamata, P. M., & Gamarra López, R. M. (2026). Aprendizaje permanente y calidad de la enseñanza en docentes de educación superior. Revista Tribunal, 6(17), 1-19. https://doi.org/10.59659/revistatribunal.v6i17.582
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Investigación
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Otoya Torrejón, R. G., Rodríguez Saavedra, L., Camargo Zamata, P. M., & Gamarra López, R. M. (2026). Aprendizaje permanente y calidad de la enseñanza en docentes de educación superior. Revista Tribunal, 6(17), 1-19. https://doi.org/10.59659/revistatribunal.v6i17.582

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