Latin American Higher Education Research Articles

Artificial Intelligence and its scope in Latin American higher education

Artificial Intelligence (AI) is having a significant impact on Latin American higher education. Through a bibliographic methodology of a qualitative nature, it has been possible to analyze and understand the scope of AI in this area. In the first place, it is highlighted that AI in Latin American higher education has allowed expanding access to education, breaking geographical and economic barriers. This is achieved through the availability of digital educational resources and the ability to participate in online learning programs. In addition, AI has promoted the personalization of learning, adapting the educational process to the individual needs of students. Through intelligent tutoring systems and AI-based educational platforms, relevant content can be offered and adapted to each student, as well as provide instant and personalized feedback. AI has also improved the efficiency and quality of higher education. By automating administrative and repetitive tasks, time is freed up for educators to focus on more meaningful activities, such as curriculum design and individual attention to students. In addition, AI enables data analysis and pedagogical reporting, facilitating evidence-based decision making. However, ethical and privacy challenges associated with the use of AI in higher education are recognized. It is necessary to ensure the protection of students' personal data and address issues of fairness and transparency in the development and implementation of AI systems. In conclusion, AI is transforming higher education in Latin America, providing access, personalization, efficiency and quality. The qualitative bibliographic methodology has allowed us to understand the scope of AI in this area, highlighting its positive impact and the challenges that must be addressed for its responsible implementation.

B-LEARNING AND MOODLE AS A STRATEGY INHIGHER EDUCATION: CHALLENGES AND OPPORTUNITIES FOR IMPROVEMENT

A documentary review was carried out on the production and publication of research papers referring to the study of the variable B-learning, Moodle and Higher Education. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 201 7-2022, achieving the identification of 57 publications. The information provided by this platform was organized through graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics have been described, the position of different authors towards the proposed theme is referenced through a qualitative analysis. Among the main findings made through this research, it is found that Brazil with 17 publications was the Latin American country with the highest scientific production registered in the name of authors affiliated with institutions in that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of B-learning, Moodle in Latin American Higher Education was Social Sciences with 39 published documents, and the Type of Publication most used during the period indicated above were Journal Articles with 54% of the total scientific production.

Globalising or assimilating? Exploring the contemporary function of regionalised global university rankings in Latin America

Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this paper, the perceived impact of regionalised forms of GUR is analysed from the perspective of Latin American higher education. Based on a critical meta-synthesis framed by a glonacal heuristic (Marginson and Rhoades, Higher Education 43:281–309, 2002), the tensions arising around the application of regionalised forms of global rankings are mapped. Specifically, the impact of rankings on conceptions of the mission of universities is foregrounded. The meta-synthesis identifies three primary tensions around the regional application of GUR in Latin American contexts: how conceptions of regional higher education quality are most effectively developed, how the local university is imagined under the weight of global expectations, and the relativised value of local agency in assessing quality outcomes. The findings suggest that GUR have created strong fissures in Latin American higher education regarding the missions of institutions, particularly in confronting the powerful hegemonies of the epistemologies of the Global North imposing themselves on Latin American higher education. The paper concludes that the stratification and social anxiety caused by the regional applications of GUR may not be necessarily productive in encouraging regional institutional diversity or in enhancing the local relevance of higher education.

Adopting and using geospatial technologies for teaching geography in Latin American higher education

ABSTRACT The article presents the results of a regional study analysing the factors that predict Latin American faculty adoption and use of geospatial technologies (GST) for teaching geography. The research involved an online survey with 337 participants from 17 countries, who answered a set of items adapted from the Unified Theory of Acceptance and Use of Technology on five GST – desktop GIS, web-based GIS, remote sensing, GPS, and digital globes. The data was analysed using a structural equation modelling. The results confirmed that faculty who identified pedagogical benefits of using GST considered technologies as easy to master, and valued the opinion of people influential to them about using technologies were more likely to be motivated to use GST for teaching. In addition, faculty willing to use the GST and report adequate institutional conditions were more likely to be using the technologies for teaching. Additional statistical testing found that human geography faculty expressed an infrequent use of these technologies compared to their physical geography and geospatial technologies colleagues, who did report a more consistent use of GST. These findings suggest a divide among Latin American faculty regarding the motivation and institutional conditions to implement technologies, based on their field of expertise.

Introduction to the special issue: Student experience in Latin American higher education

In this introduction, the guest editors present an overview of the 11 articles that make up the special issue on student experience in Latin American higher education. The introduction provides context about the higher education sector in Latin America, draws attention to the main features of the articles, and highlights common themes across them. The guest editors also comment on the parallels and contrasts with the student experience discussed by the literature from other geographical locations. Based on the preparation and publication of the special issue, suggestions for further research are provided.

Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review.

The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning.Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers. What this paper adds Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions.Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context.Identifying the characteristics associated to each dimension of student engagement in online learning. Implications for practice and/or policy The need to transform the higher education system in Latin America and beyond, at two levels: to improve Internet connectivity at the technological level and to ensure the quality of online education at the pedagogical level.The urgency to offer an adequate professional training regarding the use of new technologies in online learning environments.The significance for higher education institutions to provide emotional support for students during the COVID‐10 pandemic.

Reflexiones sobre la aplicación de la Matemática Humana de Hersh en la enseñanza superior latinoamericana.

La filosofía matemática cuasi-empirista de Reuben Hersh forma parte de la solución encontrada por los filósofos sobre los fundamentos de la matemática; en especial, este pensador propone la que denominó Matemática Humana, donde se entiende que la matemática forma parte de una construcción social y es en este ámbito donde se desarrolla esta ciencia. La matemática para él es equiparable con el catolicismo o la Quinta Sinfonía de Beethoven. Son categorías que no son físicas palpables, tampoco subjetivas y personales, en definitiva, es una creación social, la matemática forma parte del colectivo histórico humano. Este artículo propone reflexionar acerca de las ideas de la Matemática Humana y la importancia de su aplicación en la enseñanza superior latinoamericana.

The neoliberal discourse in Latin American higher education: A call for national development and tighter government control

Using critical discourse analysis (CDA), we explored how educational leaders and policymakers in Mexico, Peru, Chile, and Argentina address complex issues while responding to – and in fact, developing – broader understandings (discourses) on the role of higher education in Latin America. Fairclough’s (1993) theory of discourse underscores that language is a social practice, socially and historically situated, and encompassing social identities, relations, and systems of knowledge and beliefs. Therefore, discourses, which are represented by all kinds of texts, exercise power because they can produce, reproduce, and transform social structures, including education policy. This study uncovers the nuances of the tensions that globalized discourses such as neoliberalism in particular face when met with national and local needs in Latin American higher education. These tensions need to be addressed in order to design policies that could effectively close the equity gap in the region amidst massification and the uncontrolled proliferation of private universities in many countries, offering access to underserved students to higher education but of questionable quality. This study suggests research like this is important in order to understand how discourses that are deemed global play out at national and local levels and possibly, to uncover alternatives to the status quo.

Embracing interculturality and Indigenous knowledge in Latin American higher education

ABSTRACT This article uses Southern theories to analyse education programmes in Latin America that promote Indigenous knowledges and languages at the university level. Applying de Sousa Santos’ concepts of ‘pluriversity’ and ‘subversity’ to four cases of programme models, in Mexico, Colombia, Ecuador, and one regional network, the authors describe the possibilities of such programmes to decentre Eurocentric knowledge hierarchies and contribute to the social opening of the university. To advance equitable and epistemically just curricula and programming, Indigenous and intercultural university models will have to overcome the challenges of implementing their programmes within the larger context of Eurocentric rationales and universalising global education models.

Contribuciones, limitaciones y regularidades en el proceso de formación inicial docente de perspectiva intercultural.

En el artículo se discute la evolución y estado actual del proceso de (des)colonización epistémica de los programas de formación inicial docente a nivel internacional. Con base en el análisis de fuentes científico educativas, se describen las contribuciones y limitaciones que se manifiestan en el proceso de formación inicial docente con perspectiva intercultural, en los contextos de Educación Superior australiano, estadounidense, canadiense y latinoamericano. Como síntesis y resultado del estudio se revelan las regularidades que caracterizan a nivel internacional la formación inicial docente de perspectiva intercultural.

Construcción de un sistema de Educación Superior socialmente responsable en América Latina: Avances y desafíos

Transcurridos cien años de la reforma universitaria de Córdoba, Argentina, el referir a una responsabilidad social de las Instituciones de Educación Superior en América Latina es objeto de atención del presente artículo. El sistema de Educación Superior es analizado desde el rol atribuido en su tercera misión. mediante una perspectiva interpretativo-hermenéutica, Se realiza un análisis e interpretación a una creciente presencia de legislaciones que incorporan este enfoque, así como de artículos científicos que describen las principales características y condiciones, en las cuales se desarrolla e incorporan modelos de responsabilidad social. Atendiendo a las pulsiones de un sistema global de Educación Superior, que regula oferta y establece parámetros de calidad, se discuten los cambios que ha tenido la Educación Superior en América Latina y la incidencia que puede tener en las instituciones atender a parámetros de acreditación de su responsabilidad social, para que contribuyan a responder ante los desafíos de la región.

O espaço europeu de educação superior (EEES) para além da Europa

Discutir o Espaço Europeu de Educação Superior (EEES) e o Processo de Bolonha é muito importante para compreendermos a dinâmica de como este processo influencia mudanças e reformas na Educação Superior nas demais regiões do mundo. Para o caso específico de como a influencia desse processo se desenvolve no ensino superior da América Latina, realidade a qual estamos inseridos, se torna ainda mais importante conhecer a visão de pesquisadores de diferentes países latino-americanos sobre as repercussões deste processo. É neste sentido que foi elaborada a obra “O espaço europeu de educação superior (EEES) para além da Europa: apontamentos e discussões sobre o chamado processo de Bolonha e suas influências”, publicada pela Editora CRV (Brasil) em coedição com a Editora CLACSO (Argentina), em agosto de 2015. Organizado pela Professora Dra. Maria de Lourdes Pinto de Almeida juntamente com os Professores Altair Alberto Fávero e Afrânio Mendes Catani o livro tem o objetivo de, segundo os próprios organizadores, por meio de 9 capítulos, apresentar diferentes pontos de vista sobre os impactos do Processo de Bolonha na educação Superior da América Latina. Para tanto os capítulos tecem discussões sobre o papel da educação superior latino-americana frente à conformação do EEES decorrente do Processo de Bolonha.

Aportes para analizar la internacionalización de la educación superior desde Latinoamérica

En este ensayo, desarrollamos un análisis crítico, reflexivo y decolonial del paradigma de internacionalización que avanza en el actual contexto global de la educación superior. Nuestro argumento central es que este se integra a la estructura del capitalismo global como sistema social histórico y, en ese sentido, sigue su lógica de acumulación. En términos ontológicos y epistemológicos, se encuentra inmerso en la matriz cultural del poder colonial: bajo el fundamento de un imaginario global dominante, se sustenta en la práctica de la jerarquización, legitimando determinados países, universidades e individuos como naturalmente superiores en relación a otros y favoreciendo el conocimiento eurocéntrico en detrimento de otros saberes. Decolonizar la internacionalización de la educación superior implica contemplarla desde una perspectiva situada que es histórica y contextual; es decir, situarla en su propio tiempo y espacio y en rescatar aquello que tiene sentido a la sociedad en la que se integra, con respecto a sus raíces epistémicas y condicionalidades históricas. Los estudios post-coloniales/decoloniales y el legado del Movimiento de Córdoba – aunque limitado a su contexto histórico específico – proporcionan pistas en esa dirección hacia la educación superior latinoamericana y basan nuestro argumento.

A Critical Sociocultural Perspective to Academic Literacies in Latin America

In this editorial, the author reflects on the state of research on academic literacies in Latin American higher education. To this end, the author presents a description of the context of higher education in Latin America, and the analysis of literature on academic literacies in the region through the lenses of three models: the study skills model, the academic socialization model, and the critical sociocultural model. From this analysis, the author argues that a critical sociocultural perspective is emerging in Latin America, which considers academic literacies as social practices embedded in systems of power. This turn into a critical sociocultural perspective is important and timely because it challenges deficit views of students, and it includes issues of power, identity, representation, and authority. The author invites Latin American scholars to consider the implications of a critical sociocultural perspective to academic literacies and the possibilities it offers to understand how youth interact with literacy in a region where education most of the times reinforces deep inequalities.

An Agenda in Motion: Women’s Issues in Latin American Higher Education

Women in Latin America have experienced physical and psychological violence; discrimination; lack of equal opportunities; less recognition for their work, abilities, and capacities. The #MeToo and Time's Up movements (2017) are dealing with the issue of women's role in present-day society and highlight cases of male power towards women. This article offers a reflection on this discussion at universities in the region.

An Agenda in Motion: Women’s Issues in Latin American Higher Education

Women in Latin America have experienced physical and psychological violence; discrimination; lack of equal opportunities; less recognition for their work, abilities, and capacities. The #MeToo and Time's Up movements (2017) are dealing with the issue of women's role in present-day society and highlight cases of male power towards women. This article offers a reflection on this discussion at universities in the region.

Closing the gap between business undergraduate education and the organisational environment: A Chilean case study applying experiential learning theory

ABSTRACTIn response to the continuous changes in Latin American higher education and the increasing demands for better prepared professionals, the Learning Connected to the Organisational Environment method was introduced in the course of Marketing at one public University in Chile. This was aimed as an integrated approach to education, providing pedagogical and social value by connecting organisations and real challenges with the learning objectives. This paper describes its design, implementation and initial impact on students’ learning process. Results on the impact of the LCOE method show that students valued learning with this new initiative (n = 158) and showed higher performance and improved quality of their written reports, along with higher evaluations of the teaching staff compared to students in the same course learning with traditional methods (n = 158). Discussion is centred on the value of this initiative and on suggestions for transference and future research.

Exclusion Factors in Latin American Higher Education

Access to higher education has increased substantially in Latin America, but inequalities in access to and completion of higher education still remain. In this regard, identifying vulnerable groups and exclusion factors is a priority in Latin America’s university systems. The aim of this article is to understand in depth governing board perceptions of exclusion factors in higher education institutions in Latin America. The study has identified five key factors that help better understand exclusion from higher education in Latin America: (a) personal characteristics, (b) family situation, (c) institutional features, (d) public policies, and (e) phases of university students’ development.

Education and Social Change: A View From Europe and Latin America

This article is based on the economic, political, cultural, social, and educational changes produced as a result of globalization. We focus on the universalization of education and its importance to achieving sustainable human development while respecting the cultures and ethnic groups in a region. Within higher education in the world, we delve more deeply into the creation of the European Higher Education Area and the Latin American Higher Education Area. This work allows us to highlight the problems, challenges, and needs that education is facing worldwide.

Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies

Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies