Browsing by Autor "Richard Jorge Torrez Juaniquina"

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Impact of the integration of Artificial Intelligence tools in the elaboration of Master's theses.
(2025) Piter Henry Escobar Callejas; Richard Jorge Torrez Juaniquina; Edgar Olivares Alvares; Pablo Guerrero; Alfredo Salinas Huanca; F. Gonzales
Introduction: The study presents the development and validation of a model of research skills based on artificial intelligence oriented to facilitate the elaboration of master's theses in the Postgraduate Program of the Public University of El Alto (UPEA).Method: The research was conducted under a qualitative-quantitative approach at an explanatory level using a quasi-experimental design. The effectiveness of the intervention was evaluated in two phases: one was quantitative, through the application of standardized questionnaires at pre- and post-intervention moments, and the second corresponded to the qualitative, through the Delphi method with a panel of experts. Results: The quantitative findings demonstrated significant improvements in key areas such as problem formulation, information search and organization, and structuring of the theoretical framework, while the qualitative analysis highlighted the effective integration of methods and the importance of the ethical and responsible use of artificial intelligence. Conclusions: The combination of both techniques provided a comprehensive perspective of the research process, demonstrating that the incorporation of artificial intelligence tools not only optimizes efficiency and accuracy in thesis writing, but also strengthens students' critical and analytical skills that are necessary to meet the challenges of knowledge generation in the digital era.
Incidencia del Síndrome Burnout en las Funciones Ejecutivas del personal Docente del Distrito Educativo Achacachi
(2024) Richard Jorge Torrez Juaniquina; Lourdes Ceferina Jiménez Mamani
El Burnout Docente es un estado de agotamiento físico, emocional y mental que resulta de una sobreexposición al estrés laboral educativo, trayendo consigo insatisfacción profesional, sensación de agotamiento constante y disminución tanto en sus habilidades blandas como en la calidad formativa. Estudios recientes indican que la docencia es una de las ocupaciones más propensas a desarrollar esta afección, por ello se plantea determinar la incidencia del Síndrome Burnout en las Funciones Ejecutivas del personal docente del Distrito Educativo Achacachi-Bolivia, fundamentándose en el paradigma positivista, con enfoque cuantitativo, de nivel descriptivo-correlacional y diseño no experimental–transeccional, seleccionando por muestreo aleatorio simple a 166 docentes del Sub-distrito Lago Cordillera para aplicar el MBI y un muestreo intencional para la prueba BANFE. Los resultados demostraron la presencia del Síndrome Burnout en los docentes, subsiguientemente se formuló el curso “COMUNIDAD GECAN” para ayudarlos a obtener un mejor control de su vida desde la neurociencia.
Virtual higher education in Bolivia: Towards a comprehensive organizational, technological, and pedagogical model.
(2025) Richard Jorge Torrez Juaniquina; Piter Henry Escobar Callejas; Edgar Olivares Alvares; Pablo Guerrero; R. Pérez
Introduction: Virtual education has taken on a central role in higher education, allowing to overcome geographical barriers and improve access to knowledge. In Bolivia, the transition to this modality faces challenges related to technological infrastructure, teacher training, and institutional regulation.Objective: The purpose of this research is to propose a comprehensive model for virtual higher education in Bolivia, ensuring an efficient implementation that optimizes teaching and learning processes.Method: The study employs a qualitative approach based on document analysis and systematic literature review. The PRISMA method is used to select relevant research in recognized databases such as Scopus, SciELO, and Web of Science. Inclusion and exclusion criteria were established to ensure the relevance of the analyzed studies.Results: The study findings indicate that virtual education promotes access and flexibility in learning, but its success depends on factors such as teacher training, technological infrastructure, and the quality of the organizational models adopted. Hybrid and fully online approaches were identified, highlighting the importance of interaction among teachers, students, and administrators. Technological tools such as LMS platforms, video conferencing, gamification, and multimedia resources were analyzed, enhancing the learning experience.Conclusion: Virtual education in Bolivia has the potential to transform higher education, but its consolidation requires clear policies, investment in technology, and continuous teacher training. A comprehensive model should include quality standards, innovative learning strategies, and effective regulation to ensure accessibility and equity in virtual education.