Introduction: Developing both a university career and a sports career is a direct correlation that allows athletes to achieve a satisfying private life while maintaining health and well-being. Objective: To explore the perceptions of sports and academic success among student-athletes enrolled in Dual Career programs at a private university in Lima, Peru. Method: A qualitative study with a reflexive thematic analysis design was conducted. Through purposive sampling, a qualitative survey was administered to 412 student-athletes aged 18 to 22, all enrolled in a private university in Lima. Results: The findings indicate that, for student-athletes, success does not follow a single formula; rather, it is constructed personally and multidimensionally, integrating achievements, emotions, values, and purposes. Discussion: Dual career pathways emerge not only as a viable alternative but also as an enriching approach that enhances the holistic development of the student.

Introduction: In recent years, the metaverse has become one of the most prominent technological innovations in the academic field, offering an immersive virtual world with the potential to provide an inclusive response in the teaching-learning process. Objective: To investigate and explore the perceptions of university students and lecturers from the Bachelor’s Degree in Primary Education Teaching regarding the use of the metaverse as an inclusion tool. Method: A qualitative methodology with an interpretative and phenomenological–hermeneutic design was used, involving 109 students and 23 teachers from three universities in Spain. A non-probabilistic purposive sampling was applied, and data were collected through semi-structured interviews and focus groups. Results: Both students and teachers perceived the inclusive potential of the metaverse. However, differences were evident regarding educational functionality and contextual factors. Discussion: The results of this study reflect the digital divide between students and teachers, as well as the need to include training programmes for future teachers.

Introduction: Creativity is a fundamental element in higher education since it fosters innovation, the ability to solve complex problems, and critical thinking in both students and teachers, issues necessary to adapt to the changing environment that today’s world demands. Objective: To analyze the scientific production on the teaching of creativity in the university context in Web of Science (WoS) between 2014 and 2024. Methodology: The study was based on a bibliometric review in WoS, guided by the workflow for the analysis of scientific production suggested by Zupic and Carter (2015). A total of 304 papers published between 2014 and 2024 were analyzed using digital tools such as Bibliometrix and Microsoft Excel. Results: There was a steady increase in studies addressing creativity in the university context in the last 10 years. The USA, China, and Indonesia lead the countries with the most research on creativity, in contrast to the low scientific production in Latin American countries. The thematic trend is oriented towards studies on divergent thinking and intrinsic motivation. The analysis of the conceptual structure shows improvisation and university as driving themes. Discussion: The growth of scientific production on creativity in the university environment is evident; however, although it is a widely studied topic, there are still gaps that need to be addressed, especially the relationship between creativity, communication, and transversal competencies, as well as the need for studies differentiated by gender and sociocultural context.

Introduction: In recent years, the metaverse has become one of the most prominent technological innovations in the academic field, offering an immersive virtual world with the potential to provide an inclusive response in the teaching-learning process. Objective: To investigate and explore the perceptions of university students and lecturers from the Bachelor’s Degree in Primary Education Teaching regarding the use of the metaverse as an inclusion tool. Method: A qualitative methodology with an interpretative and phenomenological–hermeneutic design was used, involving 109 students and 23 teachers from three universities in Spain. A non-probabilistic purposive sampling was applied, and data were collected through semi-structured interviews and focus groups. Results: Both students and teachers perceived the inclusive potential of the metaverse. However, differences were evident regarding educational functionality and contextual factors. Discussion: The results of this study reflect the digital divide between students and teachers, as well as the need to include training programmes for future teachers.

Purpose: This study seeks to examine the relationship between online task distractions, academic procrastination, and students’ motivation toward research engagement and scientific output at the university level. Materials and methods: An explanatory study was carried out with a sample of 489 university students from two higher education institutions in Lambayeque, Peru. The data were gathered through the administration of three instruments: the Research Motivation Scale (MoINV-U), the Online Homework Distraction Scale (OHDS), and the Academic Procrastination Scale (EPA). Results: The findings indicate that online task distractions have a positive effect on the postponement of academic activities (H1) and on students’ academic self-regulation (H3). Similarly, the analysis revealed that academic self-regulation exerts a positive effect on motivation toward research and scientific production (H4), while the postponement of activities showed no significant effects (H2). Conclusion: Structural equation modeling (SEM) confirmed the validity of the proposed relationships, revealing significant effects among the variables, except for the relationship between task postponement and motivation for research and scientific production.

Introduction: Formative research at the university uses didactic strategies supported by information and communication technologies (ICT) to facilitate the development of research skills. Objective: To describe a formative research experience that used Personal Learning Environments (PLEs) for the acquisition of digital research skills, as well as to identify the tools and activities involved in the construction of these environments. Method: A qualitative-quantitative research approach was applied using a documentary-descriptive design. The intentional, non-probabilistic sample consisted of 79 students who took courses in 2022 in the Faculties of Social Sciences and Education, Sciences, and Industrial Engineering at the National University of Piura. Results: A total of 39 theoretical articles were prepared in peer groups using virtual tools and activities that formed part of the PLEs. Conclusion: The combination of pedagogical strategies and technology enables the development not only of research skills but also of digital research competencies.

Introdução: A alta prevalência de Transtornos Mentais Comuns (TMC) em universitários(as), especialmente durante a pandemia de Covid-19, indica a relevância de estudos que abordam a saúde mental desse grupo. Objetivo: Este trabalho apresenta o mapeamento institucional realizado pelos serviços de apoio estudantil e psicológico de uma universidade brasileira em São Carlos/SP, visando identificar a saúde mental de seus discentes. Método: Foi utilizado um questionário autoaplicável, composto por inventário sociodemográfico e escalas de percepção acadêmica para coletar dados de setembro a outubro de 2021 em todo o campus. Resultados: Dos 5.121 estudantes de graduação naquele momento, 340 responderam o questionário, e 73,24% apresentaram rastreio positivo para TMC. A maior prevalência foi em ingressantes de 2018 ou anos anteriores (81%), possivelmente, em decorrência da transição para o Ensino a Distância (EaD) durante a pandemia. Além disso, a prevalência de TMC aumenta conforme a idade, sugerindo um impacto da entrada na universidade durante a pandemia. Discussão: Faz-se mister a criação de espaços de expressão emocional, o desenvolvimento de recursos individuais e coletivos, o preparo da comunidade acadêmica para identificar vulnerabilidades e suas intervenções, e a abordagem institucional dos determinantes de sofrimento psíquico a partir do levantamento periódico de dados cientificamente fundamentados.

Introducción: La empatía y las motivaciones para estudiar Medicina son importantes para el desempeño del futuro médico y para la calidad de servicio que brinda. Objetivo: Establecer la relación entre la empatía y los dominios social/altruista y económico/ prestigio de las motivaciones para estudiar Medicina en estudiantes universitarios de tres ciudades peruanas; además, comparar las correlaciones entre las variables según el sexo de los estudiantes. Métodos: Diseño transversal correlacional. La muestra estuvo conformada por 249 estudiantes de ambos sexos, 166 mujeres y 83 varones, con edades entre 17 y 27 años, que cursaban del primero al séptimo año de Medicina en una universidad privada con sede en tres ciudades peruanas (Lima y Provincia) Los instrumentos utilizados fueron el Test de Empatía Cognitiva y Afectiva y la Escala de Motivaciones para estudiar Medicina. Resultados: La asociación entre Dominio Social Altruista (DSA) con Adopción de Perspectiva (AP) y Alegría Empática (AE) fue directa y significativa para ambos grupos, de intensidad media para las mujeres y fuerte para los varones. Además, la asociación entre DSA y Comprensión Emocional (CE) también fue directa y significativa para ambos grupos, con una intensidad fuerte en el grupo masculino. El Dominio Económico Prestigio (DEP) presentó asociaciones positivas significativas y de intensidad media con AP, CE y AE en varones. Discusión: Existen diferencias en las relaciones que se establecen entre la motivación para estudiar Medicina y la empatía, según sexo...

Introducción: la producción científica en el ámbito de la educación, sobre todo en Perú, aún no es una práctica común, la mayoría de docentes no tienen producción científica, por lo que es necesario conocer los motivos. Objetivo: interpretar los factores que se asocian a la producción científica en docentes universitarios. Método: el estudio tiene un enfoque cualitativo con perspectiva constructivista en el que participaron cuatro docentes que no realizan investigación, cuatro docentes que esporádicamente investigan y cuatro docentes investigadores; los datos fueron recolectados a través de una guía de entrevista semiestructurada Resultados: se identificaron cinco categorías importantes: razones para publicar, en el que se identifica a los beneficiarios directos e indirectos de los resultados de las investigaciones; recursos para investigar, se analizan los recursos internos y externos con los que cuentan los docentes; conocimientos y estrategias para publicar; se analizan los conocimientos teóricos y prácticos que tienen para redactar y publicar; trabajo y redes, se analizan la participación o pertenencia de los docentes a equipos y redes de investigación a nivel nacional e internacional; y, dificultades para producir, se identifican y analizan las limitaciones que tienen los docentes para realizar su trabajo de investigación. Discusión: las instituciones universitarias son responsables de gestionar los recursos necesarios para mejorar la producción científica en los docentes y la calidad de enseñanza en las aulas.