Pedagogía indagativa en los programas académicos de educación superior

• Ángel Antonio Morán Herrera https://orcid.org/0009-0006-6543-3642
• Melissa Mercedes Idrovo Hurel https://orcid.org/0009-0006-9152-4919

DOI: https://doi.org/10.31876/rcs.v30i2.41912

Abstract

En la educación superior, la pedagogía indagativa se posiciona como un enfoque innovador con el potencial de transformar radicalmente los paradigmas tradicionales de aprendizaje y enseñanza. El objetivo de este estudio es examinar la pedagogía indagativa en programas académicos de educación superior, adoptando una metodología cualitativa y realizando una revisión bibliográfica en bases de datos académicas prominentes, como Scopus. El análisis cualitativo de contenido derivado de esta revisión ha permitido identificar patrones y tendencias que resaltan los desafíos y complejidades asociadas a la adopción de este enfoque pedagógico. A pesar de que el mismo promueve el desarrollo de habilidades fundamentales para el siglo XXI, tales como el pensamiento crítico y la metacognición, se encuentra con obstáculos significativos como la rigidez de los currículos y la limitación de recursos. Por tanto, la superación de estas dificultades exige una estrategia de innovación y una adaptación de los métodos de evaluación para capturar con precisión los logros obtenidos a través de procesos de indagación. En ese contexto, si bien la pedagogía indagativa ofrece una oportunidad para revitalizar la educación superior, es esencial abordar eficazmente las resistencias y los desafíos estructurales con esfuerzos mancomunados y un firme compromiso por parte de las instituciones educativas.

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