Autoorganización, tecnodigitalización y complejidad en la formación investigativa universitaria: un modelo para el desarrollo de competencias investigativas
DOI:
https://doi.org/10.5281/zenodo.22184688Palabras clave:
Autoorganización, Competencias de investigación, Ontoepistemología, complejidad, formación investigativa universitaria, innovación metodológica, tecnodigitalizaciónResumen
El estudio tuvo como propósito principal realizar el analisis de la relación entre la formación y capacidades investigativas de docentes universitarios, adoptando para ello un enfoque mixto con diseño convergente paralelo, fundamentado en una óptica epistemológica pospositivista-hermenéutica e integradora. El tipo de investigación fue teórico-empírico de alcance correlacional, explicativo y de diseño transversal no experimental, la muestra se conformó con profesores universitarios e investigadores, para los cuales se aplicaron cuestionarios Likert validados a través del juicio de expertos y alfa de Cronbach, además de análisis temático. Los datos cuantitativos fueron examinados mediante correlación de Spearman y los cualitativos mediante triangulación, saturación teórica y trazabilidad analítica. Los resultados evidencian formación investigadora multidimensional, sistemática y adaptativa mediante componentes epistemológicos, metodológicos y tecnodigitales. Concluyendo que la formación investigativa universitaria es un sistema complejo que se adapta a contextos con componentes epistemológicas, éticas y tecnodigitales.
Palabras clave: Autoorganización, Competencias de investigación, Ontoepistemología
Descargas
Citas
Abran, A. (2010). Software metrics and software metrology. John Wiley & Sons. https://doi.org/10.1002/9780470606834
Akperov, I. G., & Martynov, B. V. (2025, November). Integrated organisational design for enhancing digital consciousness through metacompetency development. In International Conference on Intelligent Information Technologies for Industry (pp. 239–247). Springer Nature Switzerland.
Arias, F. G. (2012). El proyecto de investigación: Introducción a la metodología científica (6.ª ed.). Episteme.
Ariza Angarita, Y., Correa de Molina, C., Bohórquez Arévalo, L. E., & Mendoza Guerra, J. M. (2025). Auto organización para la innovación curricular: Una mirada desde las universidades. Revista de Ciencias Sociales, 31(2), 278–294. https://doi.org/10.31876/rcs.v31i2.43766
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic Press. https://doi.org/10.1016/C2013-0-10375-3
Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan. https://doi.org/10.1007/978-0-230-36502-5
Bunge, M. (1980). Epistemología: Curso de actualización. Ariel.
Bunge, M. (2004). La investigación científica: Su estrategia y su filosofía (3.ª ed.). Siglo XXI Editores.
Castells, M. (2010). The rise of the network society (2nd ed.). Wiley-Blackwell. https://doi.org/10.1002/9781444319514
Castro Benavides, L. M., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. https://doi.org/10.3390/s20113291
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dvoryatkina, S. N., Zhuk, L. V., Smirnov, E. I., & Shcherbatykh, S. V. (2021). Didactic model of development of research activities of schoolchildren in a hybrid intellectual learning environment. Perspectives of science and education, (2), 278–292.
Floridi, L. (2013). The ethics of information. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199641321.001.0001
Floridi, L. (2019). The logic of information: A theory of philosophy as conceptual design. Oxford University Press. https://doi.org/10.1093/oso/9780198833635.001.0001
Gilson, L. L., & Goldberg, C. B. (2015). Editors’ comment: So, what is a conceptual paper? Group & Organization Management, 40(2), 127–130. https://doi.org/10.1177/1059601115576425
Habermas, J. (1984). The theory of communicative action: Volume 1. Reason and the rationalization of society. Beacon Press.
Hayes, H., Demeter, M., Morris, J. G., & Trajkovski, G. (2021). Transparency of cognitive complexity in performance assessments: A validity study. Journal of Competency-Based Education, 6(2), e01244. https://doi.org/10.1002/cbe2.1244
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Holland, J. H. (2014). Complexity: A very short introduction. Oxford University Press. https://doi.org/10.1093/actrade/9780199662548.001.0001
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/our-work/artificial-intelligence-in-education/
Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10, 18–26. https://doi.org/10.1007/s13162-020-00161-0
Jeladze, E., & Pata, K. (2018). The model of self-organization in digitally enhanced schools. IxD&A, 39, 61–77.
Kaiya, H., Sato, R., Hazeyama, A., Ogata, S., Okubo, T., Tanaka, T., Yoshioka, N., & Washizaki, H. (2017). Preliminary systematic literature review of software and systems traceability. Procedia Computer Science, 112, 1141–1150. https://doi.org/10.1016/j.procs.2017.08.152
Kenny, J. D., & Cirkony, C. (2022). Uso de perspectivas sistémicas para desarrollar principios fundamentales para la reforma educativa. Australian Journal of Teacher Education, 47(1). https://doi.org/10.14221/ajte.2022v47n1.6
Kerner, B. S., & Osipov, V. V. (1990). Self-organization in active distributed media: Scenarios for the spontaneous formation and evolution of dissipative structures. Soviet Physics Uspekhi, 33(9), 679–719. https://doi.org/10.1070/PU1990v033n09ABEH002627
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge Adult Education.
Kosmarski, A. A., Kartavtsev, V. V., Podorvanyuk, N. Y., & Bode, M. M. (2019). Tribes and transparency: Prospects for digital governance in Russian science. Monitoring of Public Opinion: Economic and Social Changes, 6(154), 65–90. https://doi.org/10.14515/monitoring.2019.6.05
Kovalchuk, V., Kovalchuk, A., Vovk, B., Derevyanchuk, O., & Rozhkov, O. (2025, June). Model of digitalization professional training of future vocational education teachers. In Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference (Vol. 3, pp. 195–201).
Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.
Locke, K., Golden-Biddle, K., & Feldman, M. S. (2008). Perspective—Making doubt generative: Rethinking the role of doubt in the research process. Organization Science, 19(6), 907–918. https://doi.org/10.1287/orsc.1080.0398
Luhmann, N. (1995). Social systems. Stanford University Press. https://www.sup.org/books/sociology/social-systems
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Maturana, H. R., & Varela, F. J. (1980). Autopoiesis and cognition: The realization of the living. D. Reidel Publishing Company. https://doi.org/10.1007/978-94-009-8947-4
Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Houghton Mifflin Harcourt.
Molenaar, I. (2022). Towards hybrid human-AI learning technologies. European Journal of Education, 57(4), 632–645. https://doi.org/10.1111/ejed.12527
Morin, E. (2001). Los siete saberes necesarios para la educación del futuro. Ediciones Paidós.
Morin, E. (2005). Introducción al pensamiento complejo. Gedisa.
Morin, E. (2007). La cabeza bien puesta: Repensar la reforma, reformar el pensamiento. Nueva Visión.
Nicolescu, B. (1996). La transdisciplinarité: Manifeste. Éditions du Rocher.
Nosek, B. A., Alter, G., Banks, G. C., Borsboom, D., Bowman, S. D., Breckler, S. J., Buck, S., Chambers, C. D., Chin, G., Christensen, G., Contestabile, M., Dafoe, A., Eich, E., Freese, J., Glennerster, R., Goroff, D., Green, D. P., Hesse, B., Humphreys, M., ... Yarkoni, T. (2015). Promoting an open research culture. Science, 348(6242), 1422–1425. https://doi.org/10.1126/science.aab2374
Odintsova, L. A., Bronnikova, L. M., & Grigoreva, O. Y. (2023). Readiness to continuous mathematical self-education among pedagogical university student. In Advances in natural, human-made, and coupled human-natural systems research: Volume 1 (pp. 677–687). Springer International Publishing.
Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Pearson Prentice Hall.
Peng, R. D. (2011). Reproducible research in computational science. Science, 334(6060), 1226–1227. https://doi.org/10.1126/science.1213847
Popper, K. R. (2002). The logic of scientific discovery (2nd ed.). Routledge. https://doi.org/10.4324/9780203994627
Post, C., Sarala, R., Gatrell, C., & Prescott, J. E. (2020). Advancing theory with review articles. Journal of Management Studies, 57(2), 351–376. https://doi.org/10.1111/joms.12549
Prigogine, I. (1996). La fin des certitudes: Temps, chaos et les lois de la nature. Odile Jacob.
Resnik, D. B. (2015). What is ethics in research & why is it important? National Institute of Environmental Health Sciences.
Restrepo, B. (2003). Investigación formativa e investigación productiva de conocimiento en la universidad. Nómadas, (18), 195–202.
Ricoeur, P. (1990). Soi-même comme un autre. Éditions du Seuil.
Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Pearson.
Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. The Career Development Quarterly, 45(3), 247–259. https://doi.org/10.1002/j.2161-0045.1997.tb00469.x
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Stenhouse, L. (1998). La investigación y desarrollo del currículum (4.ª ed.). Morata.
Tashakkori, A., & Teddlie, C. (Eds.). (2003). Handbook of mixed methods in social & behavioral research. SAGE Publications.
Thiem, J., Preetz, R., & Haberstroh, S. (2023). How research-based learning affects students’ self-rated research competences: Evidence from a longitudinal study across disciplines. Studies in Higher Education, 48(7), 1039–1051. https://doi.org/10.1080/03075079.2023.2181326
Tobón, S. (2016). Formación basada en competencias: Pensamiento complejo, currículo, didáctica y evaluación. Ecoe Ediciones.
Torres-Vela, S. A., Barbachan-Ruales, E. A., Aponte-Limaco, J. J., Mendoza-Avendaño, E. A., & Yana-Quispilaya, D. D. (2025). Formación investigativa, tecnodigitalización docente e innovación metodológica. Oriente-Manabí Editorial. https://doi.org/10.63618/omeditorial/l4
Vallaeys, F. (2014). La responsabilidad social universitaria: Un nuevo modelo universitario contra la mercantilización. Revista Iberoamericana de Educación Superior, 5(12), 105–117. https://doi.org/10.22201/iisue.20072872e.2014.12.112
Vicente-Saez, R., & Martinez-Fuentes, C. (2018). Open science now: A systematic literature review for an integrated definition. Journal of Business Research, 88, 428–436. https://doi.org/10.1016/j.jbusres.2017.12.043
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wiener, N. (1948). Cybernetics: Or control and communication in the animal and the machine. Technology Press.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Santiago Aliardo Torres Vela, Jessica Jacqueline Aponte-Limaco, Cesar Manuel Apeña Gonzales, Demetrio Damian Yana-Quispilaya, Juan Carlos Rodriguez Marquezado
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
