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Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.
María Ramírez-Montoya; Lucy Andrade-Vargas; Diana Rivera-Rogel; May Portuguez-Castro. Trends for the Future of Education Programs for Professional Development. Sustainability 2021, 13, 7244 .
AMA StyleMaría Ramírez-Montoya, Lucy Andrade-Vargas, Diana Rivera-Rogel, May Portuguez-Castro. Trends for the Future of Education Programs for Professional Development. Sustainability. 2021; 13 (13):7244.
Chicago/Turabian StyleMaría Ramírez-Montoya; Lucy Andrade-Vargas; Diana Rivera-Rogel; May Portuguez-Castro. 2021. "Trends for the Future of Education Programs for Professional Development." Sustainability 13, no. 13: 7244.
El desarrollo tecnológico de la sociedad actual demanda hoy en día que la competencia mediática del alumnado sea concebida como una variable más en el diseño curricular para solventar las necesidades diarias de conocimiento de los medios. Esta afirmación parte del diagnóstico de los niveles de competencia mediática del alumnado de bachillerato en Ecuador. Se realizó un estudio cualitativo de análisis de contenido en el currículo de bachillerato siguiendo las dimensiones del concepto de competencia mediática de Ferrés y Piscitelli. El estudio determinó que el 8% del total de las destrezas contempladas en el bachillerato contribuyen al desarrollo de las competencias mediáticas, mientras que el 92% no lo hace. Se prueba con ello que el porcentaje es bajo, frente al total de destrezas trabajadas, limitando con esto la capacidad de los estudiantes para percibir, analizar, discriminar y disfrutar de la comunicación mediática.
Lucy Andrade Vargas; Margoth Iriarte Solano; Diana Rivera-Rogel; Isidro Marín-Gutiérrez; Andrea Velásquez Benavides. Competencias mediáticas de estudiantes de bachillerato en Ecuador frente al currículo escolar. MonTI. Monografías de Traducción e Interpretación 2019, 166 -186.
AMA StyleLucy Andrade Vargas, Margoth Iriarte Solano, Diana Rivera-Rogel, Isidro Marín-Gutiérrez, Andrea Velásquez Benavides. Competencias mediáticas de estudiantes de bachillerato en Ecuador frente al currículo escolar. MonTI. Monografías de Traducción e Interpretación. 2019; (ne5):166-186.
Chicago/Turabian StyleLucy Andrade Vargas; Margoth Iriarte Solano; Diana Rivera-Rogel; Isidro Marín-Gutiérrez; Andrea Velásquez Benavides. 2019. "Competencias mediáticas de estudiantes de bachillerato en Ecuador frente al currículo escolar." MonTI. Monografías de Traducción e Interpretación , no. ne5: 166-186.