Knowledge Management Applied to a University Training System in Angola Through a Diagnostic Tool

Abstract

This study proposes the application of a diagnostic tool aimed at strengthening knowledge management within universities. Its primary objective involves diagnosing the initial state of the training received by Psychology students at the Technical University of Angola (UTANGA) concerning the prevention of sexually transmitted infections (STIs). The urgency of STI prevention—underscored by global health strategies and the high prevalence among young people in Angola—highlights the necessity of adequately preparing psychology professionals in this field.

The research addresses the gap between social demands regarding prevention and the theoretical-methodological limitations observed in the educational process, emphasizing the need for a systematic and interdisciplinary approach within the undergraduate curriculum.

An integrated diagnostic approach guided the study, combining document analysis, surveys, interviews, classroom observations, and a case study. Data collection involved 68 students, 30 faculty members, and 6 academic and administrative leaders. The main variable—training for STI prevention—was operationalized into cognitive, procedural, and affective-behavioral dimensions, each with specific indicators that enabled measurement of achievement within the academic context. The triangulation of qualitative and quantitative methods ensured data reliability.

Findings indicate that, although institutional and curricular frameworks acknowledge the importance of STI prevention, implementation remains inconsistent and fragmented. Most faculty members lack sufficient theoretical and methodological preparation, and the curriculum fails to integrate STI prevention systematically across subjects. Student knowledge and participation in STI-related educational activities tend to increase with academic progression; however, overall levels remain insufficient. The prevailing training status across the three dimensions assessed was categorized as “not achieved,” confirming the presence of significant gaps in the professional preparation of psychology students in this area.

This research offers a critical perspective on the existing shortcomings in STI prevention training within the Psychology program at UTANGA. It underscores the need for a coherent, evidence-based, and practice-oriented theoretical-methodological framework. The results provide a valuable foundation for future curricular reforms and teaching strategies, with relevant implications for academic decision-making and public health policy in the context of higher education.