Abstract
In the current context of technical higher education in Mexico, there have been changes affecting the school community. The massification phenomenon and the implementation of a competence-based model are both challenges that college students must face. We present the preliminary results of the following research “Resilience skills development through protective and risk factors in engineering students”. In social sciences, resilience is presented as the individual’s ability to identify and solve problems, which impacts their own transformation and growth (Cyrulnik, 2004; Vanistendael, 2006; Melillo & Suarez, 2004). Developing resilience depends on certain resilience skills which through critical thinking strengthen students’ analysis and decision making. We used a mixed methodology because resilience emanates from the individual’s subjectivity. A quantitative study was applied to a sample of 105 students of which 23 were identified as having resilient characteristics. In the qualitative study the results show that 12 of these students had critical thinking as a protective factor.
Highlights
IntroductionIt was necessary to reflect on the educational policies implemented at the beginning of the 21st century, framed within the National Education Program 2001-2006 (PRONAE, acronym in Spanish), for which higher education is seen as the strategic means to increase human and social capital, science and technology, as well as important elements in contributing to increasing employment and competitiveness as dictated by the knowledge-based economy
This study is aimed at assessing the factors that generally affect the development of resilience skills in Mechatronics Engineering students from the Polytechnic University of Pachuca within the broader context of technical higher education in Mexico
From the resilience approach critical thinking allows the individual to analyze the causes and responsibilities associated with the adversity experienced, whenever it arises in different areas, while they seek ways to confront it and opt to change it (Melillo, 2004)
Summary
It was necessary to reflect on the educational policies implemented at the beginning of the 21st century, framed within the National Education Program 2001-2006 (PRONAE, acronym in Spanish), for which higher education is seen as the strategic means to increase human and social capital, science and technology, as well as important elements in contributing to increasing employment and competitiveness as dictated by the knowledge-based economy. The different activities undertaken within this model become challenging as students are expected to become autonomous and active actors in their learning This involves training teachers to assume their role as learning facilitators. Some evidence has shown that higher education students in a large percentage are struggling to make the kind of thinking that is required in college
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
