Domain, employability and strengthening of life skills for university students. Teacher perspective

• Prado Rebolledo, Isela ^[1] ; Peña Cheng, Lourdes Magdalena ^[1] ; Díaz Vargas, Esperanza ^[2]
  1. [1] Universidad Tecnológica de Querétaro
  2. [2] Universidad de La Salle
• Localización: Praxis, ISSN 1657-4915, ISSN-e 2389-7856, Vol. 20, Nº. 2, 2024
• Idioma: inglés
• Títulos paralelos:
  • Teachers' and students' perspectives on the mastery, employability, and strengthening of university students in skills for lifelong learning
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• Resumen
  • español

    The strengthening of graduates' competencies is directly related to the teaching-learning process, in which the main actors are teachers and students. Therefore, the purpose of this research is to identify the perception of both actors, regarding the key competencies of lifelong learning required for employability. Therefore, the eight competencies for lifelong learning were considered as dimensions, as indicators: mastery, impact on employability and the need for strengthening. The study was carried out using a quantitative analytical methodology, with a cross-sectional, non-experimental and descriptive design. The instrument applied was a hierarchy of closed questions to university professors in Colombia and Mexico. The results were compared with previous research focused on the students' perception. This confirmed the hypotheses put forward, regarding the perceptions of lifelong learning competencies among teachers and university students. The academic community is invited to reflect on and question the function and functioning of universities; considering the perceptions of university students and taking into account gender and the conditions of the work environment, where technology becomes an essential actor.

  • English

    The competitiveness of graduates is directly related to the mastery of the competencies required in the labor market, which are significantly strengthened in Higher Education Institutions. The teacher acts as a facilitator of learning and plays an essential role in the development of competencies; Therefore, we sought to analyze the perception of teachers regarding the key competencies of lifelong learning of university students. Considering the eight competencies for lifelong learning as dimensions, as indicators: mastery, impact on employability and the need for strengthening. The methodology applied was quantitatively analytical, with a non-experimental, cross-sectional and descriptive design. A closed-ended question hierarchy instrument was applied to university professors in Colombia and Mexico. The present research confirmed the hypotheses that the perceptions of lifelong learning competencies among teachers and university students, as well as between women and men, are different. The academic community is invited to reflect on and question the role and functioning of universities; considering the perceptions of university students and the conditions of the environment, in which technology becomes an essential actor.