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Problematic Smartphone Use and its Relationship with Depression, Anxiety, and Usage Time Among University Students

Ubaldo Miranda-Soberón — 2026-04-23

The present study aims to relate problematic mobile phone use with sociodemographic, mental health, and daily usage variables in Peruvian university students pursuing health-related programs. The sample was studied using bivariate and multivariate analyses to identify predictors of problematic use. The results showed a high prevalence of problematic smartphone use in males and in students with symptoms of depression and anxiety, especially at mild and moderate levels. The multivariate analysis showed that students who used their cell phones for more than 8 hours per day and presented symptoms of depression and anxiety had a significantly higher risk of developing problematic cell phone use; furthermore, high perceived efficiency in cell phone use was significantly associated with this problem. The present research is justified by the increasing prevalence of problematic smartphone use among university students and its potential impact on mental health. The study contributes to both the field of digital communication and health psychology by examining technological, sociodemographic, and emotional variables in an integrated manner. It is concluded that not only is there evidence of digital health problems among university students, but that criteria for intervention are also needed: usage time ?8 hours, presence of mild to moderate anxiety or depression among university students.

Current Status and Training Challenges of Digital Competence in Early Childhood Education

Dr. Ines Maria González Vidal — 2026-04-23

Digital competence is a multidimensional construct encompassing skills that begin to develop in early childhood through emerging technologies such as educational robotics and artificial intelligence within STEAM-based projects. Its development is supported by strategic communication and the use of educational and media platforms, which foster computational thinking, creativity, and collaboration. The research problem addresses the need to strengthen digital competence in early childhood education, whose importance contrasts with challenges in implementation. This study analyzes its development by identifying pedagogical approaches, strengths, and barriers to effective technology integration. Research questions focus on designing integrated pedagogical models and context-sensitive strategies. The methodology is based on a systematic literature review following the PRISMA framework, with searches in Scopus, Web of Science, ERIC, and Google Scholar. Applying inclusion and exclusion criteria, seven studies with diverse methodological approaches were selected for comparative analysis. Findings show that, despite progress through active methodologies and technologies such as robotics and AI, integration remains limited by insufficient teacher training, lack of resources, and disconnect between policy and classroom practice. These factors hinder coherent, ethical, and contextually relevant implementation. The study proposes a pedagogical model that integrates teacher training, curriculum, and emerging technologies to advance digital competence in early childhood education.

Informal Uses of Generative AI in University Digital Culture

Manuel Alberto Montero Lora — 2026-04-23

The emergence of generative artificial intelligence (GAI) in higher education is reshaping the ways in which students access, process, and produce knowledge. However, most existing studies have focused on its formal and institutionalized uses, overlooking the informal practices that emerge in students’ daily academic life. This article addresses this gap through a mixed-method study with a qualitative emphasis, aimed at examining how undergraduate and graduate students use tools such as ChatGPT outside formal instructional settings. The quantitative phase consisted of an online survey with 73 students from different academic areas, while the qualitative phase included 12 semi-structured interviews analyzed using an inductive thematic approach. Findings reveal a wide range of uses of GAI: idea generation, conceptual clarification, drafting of academic texts, translation, simulation of exam responses, and socio-emotional support. These practices highlight the function of GAI as a “cognitive copilot,” fostering student autonomy and peer collaboration. At an interpretative level, the results conceptualize these practices as expressions of an emerging university digital culture and as forms of critical digital literacy, where students reconfigure their relationship with knowledge and learning communities. The study concludes that recognizing and integrating these informal uses into pedagogy is crucial for fostering a responsible and interdisciplinary debate on the role of GAI in contemporary higher education.

Automated Academic Reporting System that Optimizes Educational Management

Jennifer Andrea Londoño-Gallego — 2026-04-23

In the context of digital transformation, vocational education institutions face gaps in academic management related to scheduling, learner monitoring, and the generation of reports for decision-making. This article introduces the Automated Academic Reporting System (SARA), whose objective is to describe its technical development and implementation of artificial intelligence, as well as to assess its contribution to academic management through bibliometric analysis and instructor perceptions. The research is applied in nature, with a mixed-methods approach and a descriptive–exploratory scope. SARA’s architectural framework is based on the Model–View–Controller (MVC) pattern and a NoSQL database, ensuring modular scalability and the efficient integration of more than 140,000 heterogeneous records (Excel, SOFIA Plus, JSON). For the bibliometric analysis, the Scopus database was consulted, identifying 4,922 documents processed with VOSviewer® using co-authorship analysis. In addition, semistructured interviews were conducted with seven instructors, whose responses were analyzed using natural language processing techniques to systematize perceptions. The findings highlight in the literature the relevance of frameworks for interoperability, data governance, and digital sustainability, while also revealing a positive perception of SARA regarding ease of use, reduction of administrative workload, and utility in decision-making. In conclusion, SARA is presented as a scalable and replicable tool that strengthens academic management and generates pedagogical and organizational implications from an interdisciplinary perspective.

Research Skills and Formative Profiles among Primary Education Degree Students

Dra. Eva Ortiz-Cermeño — 2026-04-23

ABSTRACT In the field of research, it is essential to promote the development of pedagogical innovations that enhance cognitive abilities and skills for evaluating evidence, establishing causal relationships, and making informed decisions that foster educational development. The final degree project (TFG) offers a platform for civic and social learning within the context of teaching practice. This study examines “research skills” for future educators in training. A cross-sectional, instrumental design was employed with 107 students enrolled in the Primary Education Degree program at the University of Murcia (Spain). The questionnaire consisted of 75 items, which were organized into five dimensions (research skills; planning and design training; techniques; analysis and interpretation; communication of results). The instrument was also validated through exploratory factor analysis, testing, and reliability analysis. The five-factor structure obtained explains 59.94% of the total variance, with high sample adequacy (KMO=0.847) and Bartlett’s significance (p<0.001). All dimensions showed high reliability (??0.82), with data interpretation identified as the main predictor. Differentiated profiles of research skills were established. The instrument will enable the implementation of diagnostic assessment policies, the design of curricula based on empirical profiles, and the establishment of quality parameters in formative research. Strengthening these during initial training in students improves educational quality and promotes reflective teaching profiles.

Generative AI in Ibero-American Higher Education: Adoption Factors, Regional Challenges, and Opportunities for Educational Innovation

Agostinho Sousa Pinto — 2026-04-23

The rapid development of generative artificial intelligence (GenAI) tools, such as ChatGPT, is having a significant impact on higher education in in Ibero-America—a region marked by profound structural inequalities—remains critically understudied. This study uses a sequential explanatory research method to contribute to Sustainable Development Goal (SDG) 4, “Quality Education,” for equitable, inclusive quality education, using mixed methods to investigate the adoption of GenAI in 17 countries. Data was collected using a structured electronic questionnaire, which was completed by 1,523 university students. Thirty-two semi-structured interviews were also conducted with professors from private and public universities. This expansive sample is essential to capture the region’s vast socio-economic, cultural, and digital diversity, ensuring findings are representative and robust beyond isolated contexts. The PLS-SEM Comunicar, 85, XXXIV, 2026 research identified that trust (? = 0.538) and ease of use perception (? = 0.475) have a significant influence on the intention to remain (? = 0.859) and effective use. Although 66% of the teachers interviewed expressed satisfaction with GenAI, highlighting its effect in saving time and encouraging research, there are still priority concerns. Challenges include digital inequalities: 47% of those interviewed mentioned poor infrastructure and 44% pointed to a digital divide affecting rural or underserved regions. More than 40% of participants pointed to ethical issues, such as misinformation, plagiarism, and privacy risks. However, the study also identifies unique latent opportunities—where GenAI could potentially ‘leapfrog’ traditional barriers to enable personalized learning in under-resourced classrooms and foster pedagogical innovation. The findings underscore that a one-size-fits-all approach is ineffective. The study concludes with concrete recommendations for policymakers and educators, advocating for the development of context-specific ethical frameworks, strategic investment in inclusive digital infrastructure, and the creation of pedagogic models tailored to Ibero-America’s unique challenges and opportunities.

Service-Learning in Academic Training: Experiences of Nursing Students and Faculty at a Chilean University

Natalie Alejandra Garrido Bahamondes — 2026-04-23

Service-Learning (SL) has been consolidated as an active methodology that integrates university academic training with practice in real health and community settings. In the field of nursing, this strategy enables students to apply the knowledge acquired during their studies while simultaneously responding to social and health needs identified in clinical practice. In this way, SL fosters the development of professional competencies such as effective communication, ethical decision-making, and teamwork, along with transversal competencies related to social commitment and critical reflection on their role as future health professionals. The aim of this study was to understand the experiences of nursing students and faculty regarding the learning achieved through the SL methodology, with a particular focus on the performances and competencies developed. A qualitative approach with an exploratory-descriptive design was employed. Data were collected through four focus groups involving students and faculty who participated in SL-based training experiences during their clinical practice. The analysis was conducted following Max Van Manen’s hermeneutic phenomenological orientation. The findings show that students value SL as a meaningful experience that bridges theory and practice, strengthens communication and ethical awareness, and mobilizes a professional commitment to society. Faculty members, in turn, acknowledge the pedagogical potential of the methodology, although they highlight the need for greater preparation to guide these formative processes. It is concluded that SL constitutes a relevant pedagogical strategy for comprehensive nursing, as it enhances both professional and transversal competencies, directly contributing to the achievement of the graduate profile. It is recommended to further promote its systematic implementation and the continuous evaluation of its outcomes within university curricula.

Mind the Gap: “Traditional” vs. Computational Research Logics in Fake News Detection

Svetlana Bodrunova — 2026-04-23

Fake news detection has become an acutely important goal in both academic studies and editorial practice, creating a research area that comprises journalistic debunking of fakes, cross-disciplinary fact-checking projects, and automated efforts of fake news detection. However, with the growth of these industries, an epistemological gap between “traditional” (conceptual, qualitative, quantitative, or mixed-methods) and computational studies of detecting fakes has been deepening. We describe the two divergent logics of fake definition and detection. In particular, international regulation, industrial fake detection, and most media studies legitimize the “blurred border” between fact and interpretation, warning against too strict elimination of fakes and preserving freedom of expression. Computational methods, in their turn, are better in automated fake detection but are “yes/no”-oriented, often ignoring the variety of interpretive forms in public communication. Rooted deeper than just in individual research designs, the divergence of logics sharpens when the public need of clear-cut fake detection runs into freedom of interpretation that results from centuries of struggle for standards in public speech and journalism. Employing critical reviewing of 45 conceptual academic and industrial writings, we outline the major shortcomings of the lack of clear textual markers for fake news in “traditional” media studies, on one hand, and of the “yes/no” logic in computational fake detection, on the other. We propose a five-pillar epistemological framework for fake detection, including true/false, fact/interpretation, discrepancy/solidity, media/user-generated evidence, and human/AI authorship dimensions.

Perceived Media Affordances on TikTok and YouTube among U.S. College Students

Sun Kyong Lee — 2026-04-23

This study examined how users perceived media affordances on TikTok and YouTube, adopting a middle-ground perspective between technological determinism and social constructionism. Building on affordance theory, the study aimed to disentangle platform-specific technological features from sociocultural patterns of use and to provide a systematic framework for cross-platform comparison of social media affordances. An online survey was conducted with U.S. college students (N=351). Respondents evaluated perceived affordances of TikTok and YouTube across multiple dimensions. Multivariate analyses of variance were employed to assess differences in perceived affordance salience between the two platforms while demographic factors were controlled. The results showed that YouTube’s affordances were perceived as more salient in three dimensions: editability, searchability, and signaling. In contrast, TikTok was perceived as more salient in six dimensions: awareness, persistence, personalization, pervasiveness, visibility, and sharing. Two affordances—association and evaluability—were perceived as equivalent across platforms, suggesting functional convergence in social connection and feedback mechanisms. The findings contributed to affordance research by systematically organizing overlapping affordances and enabling more precise comparative analyses across platforms. By unconfounding media from their affordances, this study advanced theoretical clarity and offered methodological guidance for future research on social media use, platform design, and media literacy in digitally mediated environments.

Design and Validation of an Assessment Scale for the Subject of Physical Education (E-VADEF-e) in Schoolchildren

Sergio Parra Sánchez — 2026-04-23

Research indicates that a positive attitude towards the subject of Physical Education (PE) is significantly associated with higher levels of physical-sport activity among schoolchildren. Based on this relationship, a scale was designed and validated to assess the “valuation of the PE subject,” named E-VADEF-e. This instrument consists of 18 items distributed across four dimensions that define the construct. The study was conducted with a sample of students aged 10 to 12 from primary education schools in the Region of Murcia (Spain). Exploratory and confirmatory factor analyses were applied, along with psychometric tests to ensure the reliability and validity of the scale. Using structural equation modeling, adequate indices of absolute, incremental, and parsimonious fit were obtained, allowing for the confirmation of a clear dimensional model. This model identifies four key factors in the valuation of PE: (1) perceived usefulness and motivation in PE classes, (2) perceived enjoyment in PE classes, (3) comparison with other curricular subjects, and (4) perceived difficulty in PE classes. Standardized parameters showed a good fit between the exploratory and confirmatory models, supporting the factorial structure obtained. In conclusion, the E-VADEF-e scale represents a valid, reliable, and useful tool for assessing how students value the PE subject, providing relevant insights for guiding educational improvements.

Emerging Technologies and Higher Education: Towards the Revaluation of Ancestral Knowledge

Dr. Leonardo Miguel Moreno Villalba — 2026-04-23

The accelerated erosion of ancestral knowledge, recognized as a global cultural crisis by UNESCO (Gaceta UNAM, 2022; UNESCO, 2023), demands innovative responses from higher education. This article addresses the gap in the literature regarding how emerging technologies, particularly Augmented Reality (AR), can serve as effective tools for cultural revitalization within STEM environments, which have traditionally marginalized such knowledge (Ávila Camargo, 2014; Mignolo, 2000). A pilot study (N=97), articulated as participatory action research (Colmenares E, 2012), is presented to test the impact of a decolonial pedagogical intervention centered on the development of the Augmented Reality Memory Game: Gods of the Náhuatl World. The methodology combined User-Centered Design with principles of critical interculturality. Results demonstrate significant increases in students’ perception of technology’s role in cultural preservation (+88.0%, p<.001), interest in ancestral cultures (+57.1%), and motivation toward socially impactful projects (+50.0%). Qualitative analysis corroborated these findings, revealing a transformation of professional identity among future engineers. It is concluded that AR, when mediated by decolonial pedagogies, can function as an epistemic bridge and catalyze curricular reforms that integrate social responsibility and co-design with Indigenous communities as transversal formative pillars.

Integration of AI, Computational Thinking, Pattern Recognition, and Abstraction in Programming Students: A Systematic Review

Juan Pablo Vallejo Bernal — 2026-04-23

This umbrella systematic review analyzes the convergence between computational thinking, computational abstraction, pattern recognition, and artificial intelligence in the training of programming students. A total of 50 studies published up to May 2025 – without restrictions on the year of publication – were examined, selected from databases such as Scopus, Web of Science, IEEE Xplore, among others, following the PRISMA protocol. The thematic analysis identified recurring patterns and significant gaps in this convergence. Findings reveal that, although there is abundant literature on each axis separately, no study simultaneously integrates all four components. Moreover, 64.7% of the reviews address only one of the concepts, highlighting a conceptual fragmentation. This review proposes an integrative framework for programming education that brings together these dimensions, outlining future research directions focused on the development of pedagogical frameworks, assessment instruments, and empirical validation in educational contexts.

Application of Machine Learning Models for Predicting School Dropout in Students from a Colombian Competency-based Education Institution

John Jairo Castro-Maldonado — 2026-04-23

Student dropout is a structural challenge in Colombian higher education, particularly in contexts with rigid curricular and pedagogical systems where the implementation of timely preventive strategies is complex. This study develops and validates a hybrid machine learning model, based on the CRISP-DM methodology, that integrates supervised algorithms (Random Forest, Ridge, XGBoost, KNN) and unsupervised approaches (K-Means, DECLA), supported by dimensionality reduction and segmentation techniques (PCA, MCA). Using sociodemographic variables, academic performance indicators, and a specifically designed monitoring instrument, the models achieved high accuracy in anticipating dropout risk and segmenting students into profiles of high, medium, and low probability of withdrawal. Tree-based algorithms, particularly Random Forest, demonstrated the best performance, identifying critical predictors such as number of complaints, grade reversals, socioeconomic status, gender, and marital status. The main contribution of this work lies in moving predictive analytics from an experimental exercise to an institutional support system in competency-based higher education, where academic rigidity often limits early interventions. By anticipating dropout through real-time empirical evidence, the model enables the design of differentiated action pathways personalized tutoring, socioeconomic support, and curricular flexibility that complement long-term educational reforms. In this way, its relevance in higher education is justified as an innovative and evidence-based resource to strengthen student retention

Neither Machismo Nor Feminism. Confusion and Conflict Surrounding Feminism on Social Media

Ana Dolores Verdú Delgado — 2026-04-23

This article analyses the tensions and conflicts that arise in interactions between feminist and anti-feminist discourses on social media, with the aim of identifying how misinformation about feminist theory is expressed and understanding how it impacts feminism’s ability to generate democratic and constructive social dialogue. The methodology combines content analysis on Facebook and X with consultations with 31 feminist organisations from different Ibero-American countries. The results reveal a widespread presence of misinformation and stigmatisation of feminism in digital spaces, expressed in discourses with varying degrees of aggressiveness, ranging from the defence of traditional gender roles —often based on religious arguments— to the open dissemination of hate messages. However, a common discursive strategy based on the conceptual inversion of terms is identified. These discourses appropriate the defence of equality, often equating feminism with machismo, while spreading a distorted image of the feminist movement. The results of this study also allow us to reflect on the impacts of this confrontation on the personal and political activity of feminists, and on their right to freedom of expression.

Multimodal Learning Preferences in Higher Education: Implications for Digital Pedagogies and Universal Design for Learning

Juan Carlos López Barajas — 2026-04-23

Higher education today faces the challenge of addressing the diversity of ways in which students learn, in a context increasingly shaped by digitalization, equity concerns, and the demand for pedagogical innovation. Exploring programs with a strong practical and social dimension, such as Pedagogy and Nursing, makes it possible to understand how multimodality can enhance the quality of learning and professional training. The aim of this study was to identify university students’ multimodal learning preferences and to examine their implications for the integration of digital pedagogies and Universal Design for Learning (UDL). The research followed a quantitative, descriptive, and cross-sectional design. A total of 90 students participated by completing Lynn O’Brien’s 36-item questionnaire administered online. Data were analyzed using both descriptive and inferential statistics, including chi-square tests and independent sample t-tests, to compare learning preferences across programs. Results revealed a strong predominance of the visual channel in both Pedagogy and Nursing, with no significant differences between the two groups (?²=0.01, df=1, p=0.938, Cramér’s V=0.01). This suggests that visual learning resources can serve as a common axis for enhancing multimodal approaches in diverse academic contexts. The study concludes that, even in scenarios characterized by limited resources or sociodemographic inequalities, frameworks such as TPACK, SAMR, and UDL provide feasible pathways to guide pedagogical strategies, strengthen academic leadership, and foster a more inclusive and equitable higher education.

Meta-analysis of the Impact of Aumented Reality on Motivation, Self-efficacy and Learning in Natural Sciences

José Gabriel Soriano-Sánchez — 2026-04-23

Augmented reality is a valuable technology that integrates virtual elements with the real environment to create immersive and engaging learning experiences. Despite extensive literature on augmented reality in education, significant gaps remain regarding its specific impact on students’ motivation and academic performance in Natural Sciences at the Primary Education level, and there is a lack of systematized pedagogical models guiding its implementation. This study addresses these gaps by analyzing the effect of augmented reality on motivation and academic outcomes and proposing a replicable pedagogical framework to guide its integration into teaching and learning processes. Furthermore, this work makes an interdisciplinary contribution, bridging educational practice and scientific understanding by simultaneously addressing variables related to motivation, didactics, and emerging technologies. For this purpose, a systematic review and meta-analytic methodology was employed, following PRISMA guidelines. The databases consulted were the Education Resources Information Center, Scopus, and Web of Science, from which a total of 57 documents were retrieved. After rigorously applying the established eligibility criteria, 4 studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the findings. The meta-analytic results revealed an effect across the subgroups in favor of the experimental groups (Z = 4.64; p < .00001) and showed moderate heterogeneity across interventions (I² = 0%). The findings highlight the potential of augmented reality to enhance students’ motivation and engagement, improve academic performance, and provide practical guidance for teachers on effectively implementing augmented reality-based strategies. In conclusion, this study not only provides consolidated evidence on the benefits of augmented reality in Natural Sciences but also offers a structured pedagogical framework that can optimize teaching and learning, representing a novel contribution to educational practice and research.

Graphic Design in Colombia: Complexity, Media Literacy, and New Educational Challenges

Yesid Camilo Buitrago López — 2026-04-23

The professional training in Graphic Design (GD) in Colombia faces the challenge of responding to the social, cultural, technological, and media transformations that shape the global communication ecosystem. This study explores how GD is constituted not only as a creative and technical discipline but also as a platform for media literacy, by articulating theory, practice, and interdisciplinarity within a higher education context that must engage with the labor market and international development agendas. The perceptions of professors, students, graduates, and employers are analyzed regarding the strengths and limitations of training, with the aim of understanding its role in building competencies for critical communication and social innovation. Methodologically, a qualitative approach was employed, grounded in the critical-social paradigm and the theory of complexity, through a multiple-case study of five high-quality accredited GD programs by the National Accreditation Council (CNA) and five nationally recognized companies. Through semi-structured interviews, conceptions linking GD to the production of media messages, cultural mediation, and the integration of emerging tools such as artificial intelligence were investigated. The results reveal three main tensions: the consolidation of GD as a discipline of visual communication with limited social recognition; the gap between the expectations of the productive sector and academic proposals; and the reduction of the profession to advertising functions, which obscures its potential as an agent of media literacy and cultural transformation. The study concludes that, although GD training in Colombia demonstrates strengths in creativity and technical mastery, it requires a clearer educational policy that strengthens research, interdisciplinarity, soft skills, and the appropriation of disruptive technologies. These dimensions, integrated within a complex training model, may position GD as a strategic mediator between communication, education, and global development, contributing a novel perspective to the field of media literacy and to the debate on higher education policies in Latin America.Palabras clave: diseño gráfico, diseño, formación profesional, educación universitaria, interdisciplinariedad, contexto educativo.

Neurus.Zone Model: Gamified Curriculum Enrichment for Personalized Learning

José Angelo Fiorot Junior — 2026-04-23

Although digital gamification has been widely discussed in educational research, few studies have actually developed and empirically tested tools designed specifically for curriculum enrichment. This study introduces and evaluate Neurus. Zone, an original mobile application created to promote personalized and equitable learning experiences through gamified curriculum enrichment. A quasi-experimental design was conducted with 24 ninth-grade students from public and private schools in Brazil, assessing creativity (Children’s Figurative Creativity Test), academic performance, and participants’ perceptions. The findings revealed significant improvements in creativity (p < 0.01; d > 0.8) and academic performance (p < 0.01) among the experimental groups, with more substantial gains observed among public-school students, suggesting a reduction in educational disparities. Beyond the statistical evidence, Neurus. Zone enhanced students’ motivation, autonomy, and engagement, aligning with the principles of Brazil’s National Common Curriculum (BNCC). This research provides the first empirical validation of an mobile app specifically designed for curriculum enrichment, demonstrating how technology can effectively integrate creativity and equity within school settings. The Neurus. Zone model offers a replicable framework for educational innovation and policy development in emerging contexts.

Visual Narratives in South American Presidential Campaigns

Gonzalo Sarasqueta — 2026-04-23

This article analyzes the role of images in the presidential campaigns of Argentina, Uruguay, Chile, Peru, Paraguay, and Ecuador, aiming to understand the significance of visual content in contemporary political communication. The particularity of this study lies in examining how electoral campaigns adapt to the prevailing attention economy—that is, how different political forces innovate and transition from the extended textual, visual, and oral paradigm of television to the synthetic audiovisual paradigm of social media. A content analysis was conducted on 15,073 posts from the two main candidates in each country on X, Facebook, Instagram, and TikTok, collected during electoral processes between 2019 and 2023. Each post was coded as a unit of analysis, and variables related to format, visual elements, and positive reactions were classified. The procedure included methodological controls, cross-reviews, and statistical analysis using SPSS. Findings show that 66% of the content is visual, confirming the visual turn in political communication. Photography is the most commonly used format, followed by reels and long-form videos, while memes account for a minimal percentage. However, reels generate the highest number of positive reactions. TikTok and Instagram stand out as the platforms with the greatest presence of images, in contrast to X, which has a textual origin. As in other regions, South America has incorporated the primacy of images into its campaign narratives. This phenomenon reinforces the centrality of the visual dimension in digital political competition and opens new avenues for research on artificial intelligence and citizen engagement.

Sociodemographic, Academic, and Psychosocial Characterization of Students in Distance Technological Programs: A Multitemporal Descriptive Analysis (2022–2024)

Deisy Carolina Rueda — 2026-04-23

The characterization of students in distance technological programs is an essential tool for understanding educational dynamics and designing strategies aimed at promoting retention and academic success. However, research on the specific traits of these students is limited in this modality, so it is necessary to collect empirical information to guide institutional policies and propose effective retention strategies for a population historically excluded from the higher education system. Objective: To characterize, in a descriptive and multitemporal way, the sociodemographic, academic and psychosocial conditions of UPTC-FESAD students, to identify trends, patterns of change and possible risk factors that affect their permanence and academic success. This study was conducted at the Faculty of Distance Studies (FESAD) of the Pedagogical and Technological University of Colombia (UPTC), using a descriptive design with a quantitative approach. Structured surveys were administered during the 2022-I, 2023-I, 2023-II, and 2024-I academic periods to collect sociodemographic, academic, and psychosocial information from the student population. The findings reveal a predominantly female profile (79.1%), along with a progressive increase in students over 30 years of age and a decline in younger cohorts. Likewise, the majority of students come from public educational institutions (82.9%), and two-thirds are entering higher education for the first time. Additionally, 58% combine study with employment, while 66.1% report earning below the legal minimum wage, highlighting significant vulnerability conditions. This profile presents critical challenges related to balancing academic, work, and family roles, addressing the feminization of enrollment, implementing academic leveling programs, and strengthening university welfare services as a strategy to prevent dropout. The program is positioned as a space for inclusion and educational democratization, but it requires real and viable institutional adjustments that ensure equity, flexibility, and comprehensive support in order to effectively address the needs of a diverse, complex student population with multiple responsibilities.