El mundo físico y el mundo virtual se están integrando cada vez más gracias al desarrollo de tecnologías como el internet de las cosas, la inteligencia artificial, la robótica y el big data. Las organizaciones y empresas se encuentran cada vez más en la necesidad de asumir efectivamente estas nuevas tecnologías para garantizar su competitividad en el mercado cada vez más cambiante y demandante. El objetivo de este trabajo es describir aspectos claves del liderazgo organizacional en tiempos de 4ta revolución industrial. La investigación corresponde a una revisión teórica documental y/o bibliográfica. Los resultados arrojaron que los liderazgos en la actualidad deben ser flexibles, abiertos y adaptables a los cambios, con visión multicultural. De igual modo, se debe colocar el factor humano en el centro de la revolución para que la tecnología potencie las habilidades humanas y no para sustituirlas u opacarlas.

Purpose:   The objective of the study was to determine the relationship between CSR and financial control; to achieve this, references were taken from different authors reviewing the state of the art with the purpose of an exhaustive understanding of the subject.   Methodology: The research was based on a quantitative approach, non-experimental, cross-sectional design and a sample of 60 private educational institutions. Data were collected through two instruments that counted with reliability and validity: the CSR instrument obtained a reliability of 0.824 and the financial control, a 0.821.   Conclusions: As a result, it was found that 96.7% of the promoters showed high social responsibility and financial control of the institutions in their charge. Likewise, a Spearman's Rho of 0.769 was obtained with a p= 0.000. It is concluded that there is a direct, significant and positive relationship between CSR and financial control; therefore, it was determined that educational institutions, under the supervision of the Local Educational Management Unit, improve their financial control.   Implications of the Research: The world is focused on how companies practice corporate social responsibility (CSR) due to the fact that economic activities, which each company exercises, affect society and the environment.

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.

During the context of COVID-19, educational processes migrated to a strictly virtual scenario, so the quantity of information grew in such a way that techniques such as data mining or machine learning contributed to generating knowledge for decision-making. In this sense, it is relevant to define the state of the art of the contributions of data mining in the university environment, and from there, to see in perspective how these could be applied in scenarios of return to the face-to-face. In this sense, a systematic review of the literature is carried out, based on scientific evidence extracted from the Taylor & Francis, ERIC and Scopus databases. A qualitative content analysis approach and the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) statement were used to extract the findings published in scientific articles. The results were that educational data mining was applied to a greater extent in the field of “teaching”, and it was focused on the search for patterns and predictive models to improve student performance, reduce student dropout, improve the student’s quality of life, and teacher performance. In addition, as a resource for data extraction, university learning management systems (LMS) were used to a greater extent. It is concluded that tools such as data mining should be implemented as academic management policies, achieving a prospective on indicators linked to the improvement of student learning and performance.

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 process and means that the university offers its students must be efficient and of quality, even more so considering the influence of the quality of educational services on student satisfaction. The objective of this article is to analyze the perception of asynchronous learning according to the evaluation of the virtual classroom metrics, carried out by business administration students, the results will allow to continue improving the teaching-learning process in the virtual context of education higher. The methodology of this study is qualitative at the descriptive level, the validation of the data by Cronbach's Alpha, gave a reliability value of 0.985. The results show us that 73.8% of the students perceive that the virtual classroom improved communication and helped the exchange of information between students and 71.4% indicated that the use of the virtual classroom made them more efficient and secure asynchronous learning activities. According to these results, there is a higher percentage of students who consider that the use of the virtual classroom positively influences their asynchronous learning, therefore, it is proposed to continue improving the skills in the use and appropriation of Technologies of information and communication technology (ICT) in virtual students.