Coaching en competencias transversales de la educación superior, fundamentos teóricos
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El coaching ha adquirido relevancia en la educación superior por su potencial para desarrollar competencias transversales como la comunicación, la autorregulación y el liderazgo, fundamentales para la empleabilidad en contextos laborales cambiantes. Sin embargo, persiste un vacío en la comprensión de sus efectos sostenidos en el tiempo. El objetivo de este artículo de revisión teórica fue analizar la literatura existente sobre los fundamentos teóricos del coaching y su influencia en el desarrollo longitudinal de competencias transversales en estudiantes universitarios. Se aplicó una revisión sistemática guiada por la declaración PRISMA 2020, realizando búsquedas en Scopus, Web of Science y SciELO entre 2019 y 2024, se analizaron 26 artículos pertinentes mediante síntesis cualitativa.Los resultados muestran que la Teoría de la Autodeterminación y la Psicología Positiva constituyen los pilares conceptuales más sólidos del coaching, al explicar el desarrollo de motivación intrínseca, autonomía y resiliencia. Asimismo, se identificó que los modelos individual, grupal y digital de coaching favorecen competencias como la comunicación efectiva, el trabajo en equipo y la autogestión. No obstante, la mayoría de estudios evalúan solo efectos a corto plazo, sin seguimiento longitudinal., Se concluye que el coaching representa una herramienta eficaz para el fortalecimiento del desarrollo humano en la educación superior, pero se requiere diseñar investigaciones con evaluaciones prolongadas y sistemas estandarizados de medición que permitan validar la sostenibilidad de sus resultados.
Coaching has gained relevance in higher education due to its potential to develop transversal competencies such as communication, self-regulation, and leadership, which are essential for employability in changing work contexts. However, a gap persists in the understanding of its sustained effects over time. The objective of this theoretical review article was to analyze the existing literature on the theoretical foundations of coaching and its influence on the longitudinal development of transversal competencies in university students. A systematic review guided by the 2020 PRISMA declaration was applied, conducting searches in Scopus, Web of Science, and SciELO between 2019 and 2024. Twenty-six relevant articles were analyzed through qualitative synthesis. The results show that Self-Determination Theory and Positive Psychology constitute the strongest conceptual pillars of coaching, explaining the development of intrinsic motivation, autonomy, and resilience. Likewise, individual, group, and digital coaching models were identified as promoting competencies such as effective communication, teamwork, and self-management. However, most studies evaluate only short-term effects, without longitudinal follow-up. The conclusion is that coaching represents an effective tool for strengthening human development in higher education, but research with extended evaluations and standardized measurement systems is needed to validate the sustainability of its results.
Coaching has gained relevance in higher education due to its potential to develop transversal competencies such as communication, self-regulation, and leadership, which are essential for employability in changing work contexts. However, a gap persists in the understanding of its sustained effects over time. The objective of this theoretical review article was to analyze the existing literature on the theoretical foundations of coaching and its influence on the longitudinal development of transversal competencies in university students. A systematic review guided by the 2020 PRISMA declaration was applied, conducting searches in Scopus, Web of Science, and SciELO between 2019 and 2024. Twenty-six relevant articles were analyzed through qualitative synthesis. The results show that Self-Determination Theory and Positive Psychology constitute the strongest conceptual pillars of coaching, explaining the development of intrinsic motivation, autonomy, and resilience. Likewise, individual, group, and digital coaching models were identified as promoting competencies such as effective communication, teamwork, and self-management. However, most studies evaluate only short-term effects, without longitudinal follow-up. The conclusion is that coaching represents an effective tool for strengthening human development in higher education, but research with extended evaluations and standardized measurement systems is needed to validate the sustainability of its results.
Description
Vol. 9, No. 40