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Characterization of the Teaching Profile within the Framework of Education 4.0
(MDPI journals, 2021-04-06) Ramírez Montoya, María Soledad; Loaiza Aguirre, María Isabel; Portuguez Castro, May; Zúñiga Ojeda, Alexandra; Instituto Tecnológico y de Estudios Superiores de Monterrey; Lettieri, Nicola
The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.
Analysis of Teachers’ Opinions about Student Participation in Entrepreneurial Activities in an Institution of Higher Education
(IJAHSSS, 2020-06-19) Portuguez Castro, May; Gómez Zermeño, Marcela Georgina; Instituto Tecnológico y de Estudios Superiores de Monterrey
Entrepreneurial education is increasingly relevant, and the number of study centers that are incorporating these programs is on the rise. The role of universities is central to the development of citizens who collaborate with companies to design innovative products or services. However, the formation of the entrepreneurial mindset in students is difficult to achieve, so it is necessary to create programs that are strengthened by transversal instruction in different careers. This article aims to analyze the opinions of professors in a Mexican university about the participation of under-graduate students in entrepreneurial activities within their programs. This research used a quantitative methodology to determine whether students were encouraged to develop entrepreneurial skills and if they could identify those skills. In total, 60 teachers from different campuses and majors of six schools in the University answered a questionnaire. The results showed that most teachers believed that the students in their programs could interact with entrepreneurs, participate in activities related to entrepreneurship as required, and learn entrepreneurial skills in their majors. However, most of the teachers indicated that the students also needed to learn more about entrepreneurship and recognized little or nothing about their entrepreneurial skills, and that no instrument existed to identify and measure those skills. When analyzing the teachers’ responses from three schools of the university, we observed that the teachers felt that the subject of entrepreneurship was less addressed in the School of Medicine and Health Sciences than in the Schools of Engineering and Sciences or Architecture and Design. Therefore, we recommend strengthening career programs with activities that identify and develop entrepreneurial skills. The results from this research can guide the teachers and authorities of the institution in determining opportunity areas and activities that promote the entrepreneurial mindset that the institution has set as a goal in its 2030 educative model.

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