Las competencias psicosociotecnológicas en la educación superior
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Edu. Sup. Rev. Cient. Cepies
Abstract
En la actualidad la Educación Superior enfrenta el desafío de preparar a los estudiantes para un mundo globalizado y tecnológicamente avanzado en respuesta a las exigencias de un mercado laboral. El objetivo de este artículo es analizar la relación y características de las competencias psicosociotecnológicas en la educación superior. El estudio realizado fue principalmente documental; se revisó exhaustivamente en repositorios digitales referentes teóricos, conceptuales y empíricos relacionados con el objeto de estudio, los cuales a su vez fueron escudriñados mediante el método análisis de contenido. Se consideró los estudios más relevantes y pertinentes publicados en los últimos años sobre competencias psicológicas, competencias sociales y competencias tecnológicas, todas en el ámbito de la educación superior. Los hallazgos principales permiten comprender que, las competencias psicologías requieren de la inteligencia emocional y la resiliencia para poder gestionar emociones en contextos educativos en constante cambio; las competencias sociales requieren de la capacidad de comunicación efectiva y asertiva en entornos sociales; las competencias tecnológicas precisan de las habilidades para el uso de herramientas digitales de manera ética y efectiva. El principal aporte del artículo radica en la sistematización y análisis crítico de referentes teóricos y conceptuales relacionados con las competencias psicosociotecnológicas y su vinculación con los procesos de enseñanza-aprendizaje, en el ámbito de la educación superior contemporánea. A su vez, este estudio abre las posibilidades de continuar o abrir otras rutas de investigación sobre la problemática en cuestión.
Currently, Higher Education faces the challenge of preparing students for a globalized and technologically advanced world in response to the demands of a labor market. The objective of this article is to analyze the relationship and characteristics of psychosociotechnological skills in higher education. The study carried out was mainly documentary; It was exhaustively reviewed in digital repositories of theoretical, conceptual and empirical references related to the object of study, which in turn were scrutinized using the content analysis method. The most relevant and pertinent studies published in recent years on psychological skills, social skills and technological skills, all in the field of higher education, were considered. The main findings allow us to understand that psychological skills require emotional intelligence and resilience to be able to manage emotions in constantly changing educational contexts; social skills require the ability to communicate effectively and assertively in social settings; Technological skills require the skills to use digital tools ethically and effectively. The main contribution of the article lies in the systematization and critical analysis of theoretical and conceptual references related to psycho-socio-technological competences and their relationship with teaching-learning processes, in the field of contemporary higher education. In turn, this study opens the possibilities of continuing or opening other lines of research on the problem in question.
Currently, Higher Education faces the challenge of preparing students for a globalized and technologically advanced world in response to the demands of a labor market. The objective of this article is to analyze the relationship and characteristics of psychosociotechnological skills in higher education. The study carried out was mainly documentary; It was exhaustively reviewed in digital repositories of theoretical, conceptual and empirical references related to the object of study, which in turn were scrutinized using the content analysis method. The most relevant and pertinent studies published in recent years on psychological skills, social skills and technological skills, all in the field of higher education, were considered. The main findings allow us to understand that psychological skills require emotional intelligence and resilience to be able to manage emotions in constantly changing educational contexts; social skills require the ability to communicate effectively and assertively in social settings; Technological skills require the skills to use digital tools ethically and effectively. The main contribution of the article lies in the systematization and critical analysis of theoretical and conceptual references related to psycho-socio-technological competences and their relationship with teaching-learning processes, in the field of contemporary higher education. In turn, this study opens the possibilities of continuing or opening other lines of research on the problem in question.
Description
Vol. 10, No. 2