Currently, the data generated in the university environment related to the perception of satisfaction is generated through surveys with categorical response questions defined on a Likert scale, with factors already defined to be evaluated, applied once per academic semester, which generates very biased information. This leads us to wonder why this survey is applied only once and why it only asks about some factors. The objective of the article is to demonstrate the feasibility of a proposal to determine the degree of perception of student satisfaction through the use of data science and natural language processing (NLP), supported by the social network twitter, as an element of data collection. As a result of the application of this proposal based on data science, it was possible to determine the level of student satisfaction, being 57.27%, through sentiment analysis using the Python library "NLTK"; Thus, it was also possible to extract texts linked to the relevant factors of teaching performance to achieve student satisfaction, through the term frequency and inverse document frequency (TF-IDF) approach, these being those linked to the use of tools of simulation in the virtual learning process.

Circular economy learning fosters competencies in sustainable resource management and environmental protection, which have been recognized by the OECD (Organization for Economic Cooperation and Development) to be essential for cross-curricular training and higher education. However, implementing gamification techniques through mobile applications remains challenging, as their effectiveness depends on students’ willingness to adopt them. This study evaluated acceptance of a gamified mobile application for circular economy learning among university students in Peru, analyzing the relationships between the constructs of the Technology Acceptance Model (TAM). A quantitative correlational case study involving 76 students was conducted. The results showed a moderate-to-high acceptance rate of 73.69%, with significant correlations identified between the TAM constructs. This study contributes to closing gaps in empirical evidence on the acceptance of technology for sustainability education in diverse contexts. Future studies should integrate generative artificial intelligence into gamified apps to deliver personalized feedback and employ learning analytics tools for progress tracking, supporting global efforts toward SGD 4 (Quality Education) and SDG 12 (Responsible Production and Consumption) for the transition to circular economies.

This study aims to identify the most optimal supervised learning algorithm to be applied to the prediction of satisfaction of university students. In this study, the IBM SPSS - 25.0 software was used to test the reliability of the satisfaction questionnaire and the MATLAB R2021b software through the classification learner technique to determine the supervised learning algorithm. The experimental results determine a Cronbach's Alpha reliability of 0.979, in terms of the classification algorithm, it is validate d that the quadratic vector support machine (SVM) has better performance metrics, being correct in 97.8% (a ccuracy) in the predictions of satisfaction of university students, with a r ecall (sensitivity) of 96.5% and an F1 score of 0.968. Likewise, when eva luating the classification model by means of the receiver operating characteristic curve (ROC) technique, it is identified that for the three expected classes of satisfaction the value of the area under the curve (AUC) is equal to 1, in such sense the pred ictive model through the SVM Quadratic algorithm, has a high capacity to distinguish between the 3 classes ; i) d issatisfied, ii) s atisfied and iii) v ery satisfied of satisfaction of university students.

The objective of this article is to identify the results of the evaluation of collaborative learning through technological tools as part of the pedagogical strategies in the virtual teaching process. For the evaluation, the SERVQUAL model was used, through which it was identified that 97.73% satisfactorily evaluate the reliability and security of pedagogical strategies through technological tools used in collaborative learning in the teaching process in virtual environments. The optimal evaluation regarding the reliability of collaborative learning is 100% related to compliance with the syllable, to the teacher's disposition to help them in the use of technological tools and to the conformity of the technological tools used in the subject. Regarding the security of collaborative learning, 100% of the satisfactory evaluation is related to the trust and kindness that the teacher transmitted with the use of technological tools in teaching in virtual environments.

This research project aimed to give a perspective on the implementation of technologies in basic education in Peru. How the automation of basic education processes in Peru helps students, parents, teachers, and administrative staff to reduce time, to have better educational quality, and to obtain indicators for the teacher and student. The methodology of the research is a sequence of activities that allow us to design a framework for process technologies in basic education in Peru. Based on online surveys, it was possible to obtain information from people who want a change in the processes of education, such as: having more reach to information with the help of the internet for which mobile applications or web applications are needed, the delivery of evaluations and enrolment via online, taking advantage of technology for the benefit of the student and teachers, and other processes. The research has a qualitative approach. It is also descriptive in scope with the help of other studies or tests conducted. For the creation of this article, we used surveys, scientific journals, and our own experience as practitioners. If we want to improve education, it is necessary to improve educational processes with the help of technology and the internet.

The use of virtual platforms has been increasing exponentially during the context of distance education, however, there are still limitations to innovate in pedagogical proposals. This can hinder the assurance of student learning, either due to the little planning that occurred in its incorporation, the little knowledge of teachers and students in the educational use or the lack of use of the functionalities that they have incorporated for communication. The purpose of the research is to evaluate the operability of the virtual platform in the teaching-learning process through analysis based on the usability factor, the results will allow us to continue improving the tools linked to distance higher education. At the development of the investigation, a reliability value of 0.985 was obtained by means of Cronbach's Alpha. It was found as findings that 73.8% perceive an improvement in communication and in the exchange of information. Regarding the usability factor, 73.9% fully agree with the information available on the virtual platform and its accessibility. From what was determined, it is concluded that 65.98% of students consider that the functionality of the virtual platform with respect to the usability factor positively influences the teaching-learning process.