Deserción en la educación superior Argentina. Las competencias digitales como nuevo desafío para la inclusión
Abstract
El concepto de deserción en la educación superior, es un desafío complejo, cuya definición es escasamente clara y poco universal. Incluye dejar los estudios dentro de la misma institución, trasladarse a otra o abandonar completamente el sistema educativo. A pesar del aumento en el acceso a la educación superior, las tasas de finalización no han seguido la misma tendencia ascendente. Existe una diversidad de causas y contextos que influyen en este fenómeno, por ello se requieren enfoques específicos en cada investigación. Investigaciones previas, de mi autoría, han enfocado la percepción estudiantil desde una perspectiva individual, desdibujando otros factores determinantes. Se han incorporado conceptos de Bourdieu y Passeron (1981, 2003) para revelar que la desigualdad se manifiesta a través de la falacia del mérito. La pandemia de COVID-19 ha introducido nuevos desafíos en el fenómeno de la deserción, especialmente en términos de acceso y competencias digitales. La transición abrupta a la educación virtual ha resaltado las disparidades en la infraestructura educativa y la importancia de las competencias digitales para el éxito académico y profesional en esta era digitalizada. La falta de estas competencias, a menudo relacionada con desigualdades previas, se ha revelado como un nuevo factor de deserción en la educación superior. La evolución de la investigación hacia una atención más detallada en las experiencias individuales de los estudiantes, respaldada por conceptos sociológicos, subraya la necesidad de una comprensión integral de este fenómeno.
The concept of dropout in higher education is a complex challenge whose definition is unclear and not universal. It includes leaving studies within the same institution, moving to another, or abandoning the educational system completely. Despite theincreased access to higher education, completion rates have not followed the same upward trend. A diversity of causes and contexts influence this phenomenon, which is why specific approaches are required for each investigation. Previous research, of my authorship, has focused on student perception from an individual perspective, blurring other determining factors. Concepts from Bourdieu and Passeron have been incorporated to reveal that inequality is manifested through the fallacy of merit. The COVID-19 pandemic has introduced new challenges to the dropout phenomenon, especially regarding access and digital skills. The abrupt transition to virtual education has highlighted disparities in educational infrastructure and the importance of digital competencies for academic and profesional success in this digitalized era. The lack of these skills, often related to previous inequalities, has emerged as a new dropout factor in higher education. The evolution of research toward moredetailed attention to the individual experiences of students, supported by sociological concepts, underscores the need for a comprehensive understanding of this phenomenon.
The concept of dropout in higher education is a complex challenge whose definition is unclear and not universal. It includes leaving studies within the same institution, moving to another, or abandoning the educational system completely. Despite theincreased access to higher education, completion rates have not followed the same upward trend. A diversity of causes and contexts influence this phenomenon, which is why specific approaches are required for each investigation. Previous research, of my authorship, has focused on student perception from an individual perspective, blurring other determining factors. Concepts from Bourdieu and Passeron have been incorporated to reveal that inequality is manifested through the fallacy of merit. The COVID-19 pandemic has introduced new challenges to the dropout phenomenon, especially regarding access and digital skills. The abrupt transition to virtual education has highlighted disparities in educational infrastructure and the importance of digital competencies for academic and profesional success in this digitalized era. The lack of these skills, often related to previous inequalities, has emerged as a new dropout factor in higher education. The evolution of research toward moredetailed attention to the individual experiences of students, supported by sociological concepts, underscores the need for a comprehensive understanding of this phenomenon.
Description
Vol. 22, No. 30