Browsing by Autor "Agatha Clarice Da Silva Ovando"

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A Framework for Educational Innovation in Logistics and Supply Chain Management, a Research Agenda
(2022) David Ernesto Salinas-Navarro; Agatha Clarice Da Silva Ovando; Christopher Mejía‐Argueta; Mario Chong
This work presents a conceptual framework for educational innovation within Logistics and Supply Chain Management (LSCM) to develop relevant learning experiences in the discipline. Nowadays, education is shifting from traditional passive approaches in which students listen and see into active settings involving learn-by-doing real-life experiences to develop appropriate competencies. LSCM educational innovation commonly refers to fragmented aspects such as the appropriateness of contents or specific teaching methods; however, the educational model transformation has little attention and the recognition of a high pertinent and engaging learning. Therefore, we presented a comprehensive framework for educational innovation to define a structure of educational components to recreate active learning experiences. Finally, we described the implementation of this framework, the progression within the MIT SCALE Network in Latin America, and insights for future work.
Artificial Intelligence and Education: An Analysis of its Ethical Use to Improve Academic Performance
(2025) Stacy Michelle Nuñez Lemoz; Tihany Gail Rocabado Severich; Agatha Clarice Da Silva Ovando; Mario Chong
Artificial Intelligence (AI) tools are increasingly present across various fields, including education. While AI offers potential benefits, such as flexibility and personalized learning, its limitations and ethical concerns remain under examination. This study conducts a cross-sectional analysis of AI perceptions among students and teachers at a Bolivian university. Findings reveal that students frequently use AI in their coursework, yet they encounter practical limitations, and the impact on academic performance remains modest. Additionally, teachers express concerns over responsible use, highlighting challenges in maintaining ethical standards in educational settings. This study underscores the need for balanced integration of AI tools in education, addressing potential enhancements to student engagement and the ethical considerations crucial for sustainable application.
Implementing Challenge-Based Learning Experiences Articulated with a Social Focus: Impact and Lessons Learned
(2025) Agatha Clarice Da Silva Ovando; Branko Fernández Rojas; Luis Enrique Veizaga Manrique
This article discusses the implementation of challenge-based learning experiences (CBL) that integrate management and engineering disciplines, with a focus on solving problems with a social background. It highlights how this methodology not only facilitates the application and evaluation of knowledge acquired in the courses, but also promotes the development of soft skills and social awareness. By setting clear goals with a social focus, the teacher guides students to face real challenges. The article presents the results of the implementation of three challenges in different subjects in a university in Bolivia. Likewise, the challenges faced during implementation are identified and practical recommendations are offered based on the lessons learned to improve the effectiveness of these experiences, benefiting both students and their environment.
Promoting Gender Equality in STEM Professional Programs: Initiatives, Challenges, and Outcomes
(2025) Agatha Clarice Da Silva Ovando; Bibi Nausheen Jaffur; Pratima Khadoo; Zviemurwi Johnny Chihambakwe; Ricardo Bianchi
Gender disparities in STEM fields remain a significant challenge, with women often underrepresented in technical courses due to accessibility and the male-dominated nature of these fields. Collaborative education offers a way to address these issues by creating more flexible, accessible learning environments. This paper explores initiatives from the Explore Energy Digital Academy (EEDA) and examines the challenges of implementing strategies to promote gender equality. Findings suggest that collaborative efforts, like those in the EEDA, can significantly reduce gender disparities by leveraging collective expertise and resources from multiple Erasmus+ projects, tailoring tools to diverse cultural contexts, ensuring inclusivity and adaptability. These initiatives offer a scalable model for creating gender-sensitive learning environments and promoting equitable access to STEM education for underrepresented groups. The paper demonstrates how joint efforts across diverse institutions can drive systemic change, encouraging other frameworks to adopt similar approaches to address gender imbalances in professional and technical education.