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Impacto de la Inteligencia Artificial en los estudiantes de la Universidad Autónoma de Santa Ana. UNASA
(Red Académica Internacional de Investigación (RIIA), 2025) Isabel Alejandra Flores de Quintanilla, Yaneth Idalia Martínez Molina, Yanira Claribel Paniagua Ochoa
Artificial intelligence (AI) has become a highly controversial topic in higher education today. Opinions vary; while many authors acknowledge the importance of its use in the teaching-learning process, others express opposition, preferring a more traditional approach to education. The research team deemed it relevant to conduct a study investigating the knowledge, perceptions, and practices regarding artificial intelligence among students from the Faculty of Health Sciences and the Faculty of Social Sciences at the Universidad Autónoma de Santa Ana, El Salvador. It is worth noting that, over time, the teaching-learning process has undergone a significant transformation; students incorporate new technological tools as they emerge, thereby altering their learning methods and facilitating their educational development. According to Iglesia (2019), four stages have marked the educational process due to resulting changes and current demands requiring students to be the central actors in their own learning; that is, the student's role "involves integration and bidirectional cooperation among various agents (teachers, students, content and tool developers, programmers, etc.) and opportunities to construct knowledge through the self-creation of content" (p. 94). In this regard, the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2020) notes that artificial intelligence "has the capacity to address some of the greatest challenges facing the education sector today regarding the development of innovative teaching and learning practices" (para. 1, p. 1). In other words, the urgent need to elevate higher education to a new level is driven by the need to meet the expectations and demands of today's students. Furthermore, the use and application of AI in education should focus on strengthening intellectual capabilities within learning areas, thereby enhancing the effectiveness of professional activities.
El pensamiento crítico en la semipresencialidad: una mirada desde el docente
(Red Académica Internacional de Investigación (RIIA), 2025) Raúl Tobar, Natalia Orantes, Reina Castillo
There are biological activities that require neither instruction nor training—such as breathing and eating; however, thinking does require training and control regarding both the object of our thought and the very process by which we focus on that object rather than anything else. Thinking is a uniquely human action that allows one to move from reality itself into the realm of imagination; critical thinking, meanwhile, entails analyzing information through logical, objective, and analytical processes. Education systems at various levels have implemented policies and strategies aimed at a common goal: improving educational processes through teaching and learning. These efforts employ methodologies rooted in critical, analytical, and socio-constructivist approaches to facilitate learning, unlearning, and relearning. The COVID-19 pandemic marked a critical transition point in education, separating the era of in-person instruction—characterized by physical infrastructure and curricula tailored to a specific model—from what followed. Teachers accustomed to the traditional classroom setting had to make the leap to virtual instruction, a shift fraught with challenges such as connectivity issues, inadequate electronic equipment, and unfamiliar software, alongside a lack of familiarity with the specific methods, techniques, and strategies required for virtual learning. The hybrid (or blended) education model emerged in response to the need to improve educational access and quality in the face of geographical disparities.
According to the Ministry of Education, Science, and Technology of El Salvador (MINEDUCYT, 2021): “Hybrid education is proposed as an alternative to serve populations that, for various reasons, cannot access formal education in the traditional manner” (p. 4). Along these same lines, Martínez and López (2022) state that: “the hybrid model has proven effective in serving disadvantaged contexts, significantly improving academic performance” (p. 67). Therefore, this research focused on determining whether the hybrid model used by private universities in western El Salvador fosters critical thinking among students—drawing on the perspectives of the teaching staff working under this modality—by identifying the learning activities they employ and the relationship between the methodologies used to develop critical thinking.
Resiliencia Educativa ante los Retos Globales del Siglo XXI
(Red Académica Internacional de Investigación (RIIA), 2025) Byron Alfredo Rabe Rendón
This chapter—based on the presentation of the same name delivered at the First Congress on "University Higher Education: Emerging Strategic Issues of Global Concern"—aims to analyze the post-pandemic higher education landscape and identify key trends in order to project possible scenarios for 2030. The study seeks to explore these changes and their impact on educational vision, pedagogical models, and institutional management within universities.
Transición Educativa Postpandemia: Integración Tecnológica y Retos en la Seguridad Presencial
(Red Académica Internacional de Investigación (RIIA), 2025) Ana Aurora Fernández Mayo, Sarai Montiel Escandón
This chapter addresses the challenges that emerged in university education following the COVID-19 pandemic; despite significant progress in incorporating technological tools and successfully implementing online modalities for remote instruction, a seamless integration of these technologies into the return to in-person learning has yet to be achieved. While post-pandemic issues have been addressed, certain gaps remain, giving rise to new challenges within the in-person educational setting. These challenges underscore the importance of rethinking both technology integration and strict adherence to health measures to mitigate future health risks in the classroom. The results and discussion highlight the need to consider reconfiguring classroom spaces and utilizing the technological tools that proved so valuable during the pandemic, alongside adapting protocols to manage future health risks throughout the teaching and learning process.
La simulación clínica como herramienta educativa en tiempos de pandemia
(Red Académica Internacional de Investigación (RIIA), 2025) Evelyn Carballo de Gómez, Carmen Herrera, Roxana Valladares
For many years, clinical simulation has been a significant tool in various areas of higher education training. Afanador (2010) notes that clinical simulation has become highly useful for student training through realistic practice, as it incorporates situations likely to be encountered in actual clinical settings. Consequently, this tool has traditionally been viewed as key to strengthening specific student skills by serving as a precursor to real-world experience; however, this perception shifted radically during the 2020 COVID-19 pandemic. Restrictions on conducting practical training in real-world settings meant that simulation could no longer be viewed merely as a supplement, as opportunities for the hands-on instruction of future health science specialists were significantly reduced. According to Poblete (2021), the commencement of clinical rotations is a pivotal milestone for students in health science disciplines. This is particularly true for nursing, a field that demands comprehensive training based on two core curricular pillars: theory and practice. Together, these components equip students with the knowledge and technical skills necessary to perform effectively and meet the professional demands of the specialty.
Furthermore, this type of training fosters the development of soft skills—such as critical thinking and conflict resolution—that are currently in high demand among professionals. Faced with the urgent need to continue their educational programs, many universities chose to implement simulators as tools to ensure the continuity of student training. This was the case for the Universidad Iberoamericana in Costa Rica and the Universidad Autónoma de Santa Ana in El Salvador.
This chapter presents the findings of a study conducted at both institutions, involving nursing students who—after gaining experience in real clinical settings—were compelled to transition to clinical simulation environments to continue their training due to the pandemic. The study primarily highlights the students' experiences while underscoring the value of simulation as an effective and efficient strategy for clinical nursing practice. It addresses the new educational realities imposed by the extreme circumstances of the pandemic, prompting educational institutions to innovate by creating remote scenarios that replicate real-world clinical environments.