University Of Chile Research Articles

Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework

This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.

Psychometric Properties of Social Climate in the Classroom Scale for University Students in Chile

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable.

Unhealthy Lifestyle Contributes to Negative Mental Health and Poor Quality of Life in Young University Students

Background: A negative lifestyle is reported to be related to poor mental health and quality of life (QOL). However, there is little information on this in university students. The objective of the present study was to investigate the association between mental health (i.e., anxiety, depression symptoms and stress), QOL, SWLS and lifestyle parameters (i.e., PA, sleep duration, ST and food habits) among Chilean university students and then to determine the differences in mental health, QOL, SWLS and lifestyle parameters according to gender. Methods: This cross-sectional study included a total of 211 university students (128 females and 83 males) aged 18–28 years. Mental health, QOL and lifestyle were measured through validated questionnaires. Results: Bad food habits (lowest score in the food survey) were linked to anxiety (2.3 [0.22–4.36], p = 0.03), depressive symptoms (3.75 [1.54–5.9], p = 0.001) and stress (2.24 [0.31–4.17], p = 0.023). Furthermore, <6 h of sleep was related to poorer mental health (13.5 [7.6–19.5], p = 0.001), anxiety (4.2 [2.0–6.4], p < 0.001), depressive symptoms (5.5 [3.2–7.9], p < 0.001) and stress (3.8 [1.8–5.9], p < 0.001). In addition, ≥4 h of ST was linked positively to negative mental health (8.3 [2.86–13.7], p = 0.003), depressive symptoms (3.45 [1.47–5.4], p = 0.001) and anxiety (3.2 [1.05–5.4], p = 0.004). Non-physical activity was related to the scores for anxiety (2.6 [0.20–5.0], p = 0.030), depression (2.7 [0.009–5.3], p = 0.049) and stress (2.4 [0.12–4.7], p = 0.039). Conclusions: this study showed that unhealthy lifestyle factors (i.e., insufficient sleep, lack of PA and prolonged ST) were strongly associated with poorer mental health and QOL in university students. These findings highlight the importance of addressing these aspects of lifestyle in intervention and health promotion programs aimed at young university students in order to improve their mental health and overall QOL.

Meta4CBC: Metamodel for Competency-Based Curriculum Design in Higher Education

Meta4CBC is proposed as an innovative metamodel for competency-based curriculum design in higher education, addressing the critical need to adapt curricula to contemporary challenges driven by globalization, technological advancement, and climate change. Inspired by the Business Motivation Model and Semantics of Business Vocabulary and Business Rules metamodels, Meta4CBC seeks to overcome the limitations of current CBCD models by providing a coherent structure that integrates curriculum components at supra, macro, meso, micro, and nano levels and establishes a common language that facilitates interdisciplinary collaboration. The proposal promotes curriculum alignment and coherence while supporting the development of software tools to assist in curriculum design, automate repetitive tasks, and provide data analysis for informed decision-making. The validation of Meta4CBC was conducted through a multi-step methodology involving proof of concept, expert judgment, and practical application. After defining the components through a systematic literature review, the metamodel was tested in the Computer Engineering program at the University of La Frontera. This testing verified its adaptability and alignment across curriculum levels. Experts from various Chilean universities reviewed the model, providing feedback for refinement.

The effects of free tuition policy on university academic performance in Chile

AbstractIn 2016 Chile initiated a policy of free tuition for students from families in the lower half of the income distribution to improve access to and completion of higher education. The empirical effectiveness of the policy has not yet been completely demonstrated. This study analysed the difference in levels of academic performance of students enrolled in 12 Chilean universities with and without free tuition. The study used a regression discontinuity design with a running discrete variable locally randomised. The results show that the academic performance of students receiving free tuition was equivalent to that of students paying the full cost. There was no difference in the course pass rate of those with or without free tuition. Over time the effects of the policy could reduce inequality in the professional labour market. In addition, the study suggests that there may be complementary practices that further improve university student achievement and completion rates.

Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education

Incorporating Industry 4.0 technologies in higher education is crucial for preparing future engineers in a digitalized industrial environment. A challenge-based educational model and the agile Scrum methodology were implemented to move in this direction, combined with the use of Industry 4.0 technologies. New physical and virtual laboratories were enabled with Industry 4.0 hardware/software equipment. The engineering academic programs at the second-largest university in Chile were modified, and all the academic staff involved were trained. Based on conducting challenges that Industry 4.0 technologies can address, this study presents the results of implementing a new educational model and students’ response to freely adopting new technology, such as artificial intelligence (AI), the Internet of Things (IoT), and collaborative robotics. The results showed a high rate of acceptance and use of 4.0 technologies by the students, so the proposed methodology could be extrapolated to other engineering programs worldwide.

Perceptions of Artificial Intelligence and Its Impact on Academic Integrity among University Students in Peru and Chile: An Approach to Sustainable Education

In a context where artificial intelligence (AI) is transforming higher education, this study analyzes how students’ perceptions of AI influence their academic integrity (INA), with a focus on sustainable education. Through a correlational-explanatory analysis based on Structural Equation Models (SEMs) applied to a sample of 659 students from 13 universities in Chile and Peru, it is observed that AI has a significant and direct impact on academic integrity in both countries (β = 0.44). In Peru, the most influential dimension is trust in education (λ = 0.86), followed by social, economic, security, and risk implications (λ = 0.78), while attitudes towards AI also have a direct impact on integrity factors (β = 0.15). In Chile, the dimensions of trust in education (λ = 0.83) and social and economic impact (λ = 0.79) are most relevant, and the relationships between the dimensions of academic integrity such as justice, respect, and responsibility (λ = 0.71) are stronger. The study highlights the importance of incorporating AI literacy into educational curricula and developing regulatory frameworks that promote its ethical use, linking these actions to sustainable education. The findings highlight the need for sustainable educational approaches that enhance understanding of AI and ensure that its use in academia is beneficial, ethical, and contributes to sustainable development.

Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs

This study addresses the curricular components and operational conditions required for the success of curricular innovations in teacher education programs. This quantitative study analyzed components related to epistemic meanings, organization, design, and curricular policies, as well as operational conditions for the development of curricular innovations in teacher training. A Likert-scale survey was administered to academics from public universities in Chile that train teachers. The method of analysis used SPSSv28 software, establishing a descriptive and inferential analysis through descriptive statistics of sex, age, gender, and position in the organization. The results show that operational conditions, academic teams, organizational aspects, updating of regulatory frameworks, infrastructure, and curricular policies are essential for the success of curricular innovations. We conclude that curricular innovations at the institutional level require the generation of curricular policies that contemplate the design, monitoring, and evaluation of the curriculum to favor the processes of curriculum review and quality assurance.

Academic Management in Chilean Universities: An Analysis From Academics' Perspective

Academic Management in Chilean Universities: An Analysis From Academics' Perspective

A survey of some operations research and data sciences applications developed in the last 20 years at Argentinian and Chilean Universities

A survey of some operations research and data sciences applications developed in the last 20 years at Argentinian and Chilean Universities

A Socio-Constructivist Perspective on Problem-Solving Approaches in Mathematics: Perceptions of Future Primary Education Teachers

This study investigates the perceptions of future primary education teachers regarding the implementation of a problem-solving teaching approach from a socio-constructivist perspective. Although previous research has shown the benefits of problem-solving in mathematics education, few studies have yet focused on preservice teachers in primary education, particularly within a socio-constructivist framework. Therefore, this study addresses this gap by exploring the effectiveness and challenges of the Building Thinking Classrooms approach developed by Peter Liljedahl. The study was conducted through a case study design involving 36 first-year preservice teachers enrolled in a mathematics didactics course at a public university in Chile. Qualitative and quantitative data were collected through surveys, field logs, and classroom observations. The data analysis included descriptive statistics and content analysis to understand the students’ perceptions of problem difficulty, engagement, and the overall approach. The findings reveal that the problem-solving approach was positively perceived by the participants, highlighting its role in fostering critical thinking, collaboration, and a deep understanding of mathematical concepts. However, challenges were identified, particularly regarding group work and the autonomy required in solving problems. Furthermore, the study identified areas in which additional support could enhance the effectiveness of problem-solving approaches. This research underlines the importance of integrating problem-solving approaches into teacher education programmes and highlights the need for future research on the long-term impacts and strategies needed to support autonomy and collaborative learning.

Diet and sleep quality in chilean university students.

To evaluate an association between eating patterns and sleep quality in Chilean university students. A cross-sectional analytical study was conducted. Participants included students from 4 Chilean universities. Each student was administered survey Questionnaire on the frequency of healthy and unhealthy eating habits and Pittsburgh Sleep Quality Index and their weight and height were taken to obtain the Body Mass Index (BMI). A total of 1,079 young university students, 80.26 % were women and the average age was 21.7 years. The 73.68 % have inadequate sleep quality. There is a significant differences in frequency between sleep quality and the intake of breakfast (p<0.001), fish (p<0.05) and dinner (p<0.05), that is, university students who reported optimal sleep consume breakfast and dinner on a daily basis and their fish intake is in line with nutritional recommendations. With respect to the association between sleep quality and healthy dietary patterns, it is observed a significant association (p<0.01) between optimal sleep and daily breakfast consumption in model 3 (Odds Ratio (OR): 0.61 (0.46-0.82)). Regarding unhealthy dietary patterns, a significant association (p<0.05) is observed in model 3 between sleep quality and alcohol consumption (OR: 1.42 (1.02-1.96)). Furthermore, a significant association between optimal sleep and salt consumption is observed in both model 2 (OR: 0.73 (0.54-0.99)) and model 3 (OR: 0.72 (0.53-0.97)). Finally, a significant relationship between not tobacco use and optimal sleep is observed (OR: 0.68 (0.48-0.96)). A positive relationship between healthy diet and sleep quality was observed in university students, which certain dietary patterns, such as the consumption of breakfast and low salt consumption and alcohol, are crucial to talk about a good sleep quality in this population group.

Adaptation and Validation of the Intercultural Effectiveness Scale in a Sample of Initial Teacher Training Students in Chile.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Integridad académica desde la perspectiva de los estudiantes de primer año de carreras de Ciencias de la Salud de una universidad chilena

IntroductionThis study aimed to examine perceptions of academic integrity among first-year health career students at a Chilean university. MethodA qualitative analysis was conducted using discussion forums with students from Medicine, Nursing, Kinesiology, and Nutrition and Dietetics. ResultsFour main categories were identified: concept of academic integrity, motives for the loss of integrity, good practices, and relationship with the graduate profile. The results reveal an understanding of academic integrity that is grounded in values such as honesty and respect. The reasons for the loss of integrity include academic and social pressures, along with concerns about well-being and mental health.Good practices were identified at personal as well as academic and social levels, emphasizing the importance of the construction of the “being”, setting boundaries, and promoting participation in positive social groups. The relationship between academic integrity and graduate profiles is underscored in its relevance to professional training and the construction of an institutional ethical identity.Overall, these findings highlight the need to promote strategies that cultivate a university culture committed to academic integrity.

An analysis of Chilean universities based on their research outputs and funded projects (2008-2022)

Objective. We analyzed the research output of Chilean universities with the primary objective of guiding leadership teams in formulating and prioritizing their strategic goals. Design/Methodology/Approach. The research was descriptive and documentary in nature, involving a systematic, comprehensive, transparent, and detailed review of articles published in various indexed scientific journals. Between 2008 and 2022, we searched the Scopus database at each institution to obtain information on its scientific production. Results/Discussion. We have demonstrated the presence of a select group of universities with exceptionally high levels of scientific productivity, as indicated by significant performance metrics. The analysis of university productivity shows that, in absolute terms, the most outstanding institutions are the Universidad de La Frontera, the Universidad de Tarapacá, and the Universidad de Chile. This study highlights the efficiency and performance of these academic institutions in terms of their scientific output. Only 12 institutions manage to exceed the national average in terms of productivity, while 19 universities perform at an alarmingly low level. Conclusion. This research provides valuable insights into institutions that achieve commendable results but remain underrepresented in rankings due to their smaller size. It underscores the importance of valuing outcomes over raw numbers, providing a more nuanced understanding of scientific productivity.

Learning approaches in students of the areas of Health Sciences belonging to a regional university in Chile

Introduction: in university education, various factors such as emotional aspects, behavior and cognitive elements influence the participation of students in the learning process. The students who achieve the best results are those who participate metacognitively, with motivation and active behavior, also considering contextual and personal factors. It is at this point where the learning approach plays a fundamental role in understanding academic performance.Methods: in the present research, 277 health sciences students from a Chilean public university were evaluated using a Spanish version of the R-SPQ-2F questionnaire to evaluate learning approaches, motives and strategies.Results: most of the students presented a predominantly deep learning approach, although with a low intensity. At the strategy level, 32.85% presented a superficial approach. Significant differences were found between the approaches and between their respective subscales.Conclusions: Those who present a deep approach usually present deep strategies and motives. The presence of deep motivation without a deep type of strategy is usually associated with a superficial approach.

Manifestations of gender stereotyped patterns in activities in digital environments of Chilean university students

Introduction: gender stereotypes are transmitted from generation to generation and become naturalized, making it difficult to deconstruct gender roles. Digital environments are not free of these stereotypical patterns, perpetuating values ​​and social roles related to gender. The objective of this research is to identify activities in digital environments of Chilean university students that may be associated with gender stereotypical behaviors.Methods: 324 women and 185 men aged 18 to 27 were evaluated through a questionnaire with a six-level Likert scale, where information was collected on the frequency with which students provided information and carried out actions on networks. Significant differences between sexes were analyzed using Mann-Whitney U.Results: women are more likely to provide personal information when requested. Men are more likely to use aliases, include avatar photos, and accept strangers into their networks. Women update their profile picture more and check who sees their posts. Men tend to make public more sensitive personal information such as political tendencies and religious beliefs.Conclusions: college students engage in stereotypical gender behavior on digital networks. These stereotypical behaviors condition students' behavior on social networks, leading to a migration from the analog to the digital world in terms of types of behavior, perpetuating social gender roles.

Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System

This article aims to reflect on the institutional ethos of three Chilean, less selective massive private universities, analyzing their organizational identities, discourses, and practices and discussing how the dynamics of the competitive and marketized Chilean educational system influence this ethos. Through a qualitative design, which includes semi-structured interviews with key university staff members and direct observations in formal and informal instances, this article concludes that the ethos of these institutions is structured around four main axes: pluralism and student diversity; the pursuit of excellence as a competitive horizon; the construction of merit as a personal, family, and institutional effort; and education for employability, underpinned by professional ethics and social commitment. Furthermore, we find evidence that the logic of the university market shapes these private universities’ ethos transversally.

Effects of hypopressive exercise associated with aerobic and muscle strength training on the treatment of fatigue, urinary incontinence symptoms, sexual function, and quality of life in women treated for gynecologic cancer: A randomized clinical trial protocol.

Therapeutic exercise has an important role in the population living with cancer as it improves function and quality of life and reduces the symptoms of cancer treatment. There is little clinical evidence on the effects of hypopressive exercise in women with gynecological cancer. Evaluate the effects of 4 weeks of hypopressive exercise associated with muscle strength training and aerobic exercises on fatigue, urinary incontinence symptoms, sexual function, and quality of life in women treated for gynecological cancer compared to a group that will perform conventional training. This randomized, single-blinded clinical trial study is set in the Clinical Research Laboratory, Department of Kinesiotherapy, at a Chilean University. Patients will be randomly assigned to an experimental group of hypopressive exercises associated with muscle strength training and aerobic exercises or a control group of muscle strength training and aerobic exercises. Twelve tele-rehabilitation sessions will be performed. Women over 18 years of age with gynecologic cancer who have been prescribed radiotherapy or chemotherapy will participate. Fatigue, quality of life, urinary incontinence symptoms, and sexual function will be assessed before and after the intervention. The results of this clinical trial have important implications for specific treatment for the cancer population and generate new techniques in the practice of oncology-specialized kinesiologists. Hypopressive exercise is expected to reduce incontinence symptoms due to neuromuscular activation of the pelvic floor muscles. However, more studies are needed to confirm the beneficial effects of hypopressive exercises in face-to-face or remote rehabilitation.

Family and higher education: developing a comprehensive framework of parents’ support and expectations of first-generation students

Postsecondary institutions must help all students develop knowledge and skills to persist. Traditional approaches to first-generation students (FGS) have focused on describing the hindrances they experience during their undergraduate trajectories, defying their persistence. This qualitative study explores the experiences of FGS parents; specifically, the characteristics of their support and expectations toward FGS. Semi-structured individual interviews were conducted with 25 FGS parents from diverse Chilean universities. The data collected were analyzed through an inductive process, which included describing, classifying, and interpreting data into categories and themes. The results show that the motivation of families lies in the symbolism that they ascribe to higher education, deploying various modes of family support and resources to ensure that students complete their studies and attain a degree. This process is tailored to meet the initial expectations of FGS performance at university, which typically frame the type of support the family may provide. Postsecondary institutions and policymakers can use this study to develop future policies and practices that include FGS parents’ perspective, expectations and characteristics of support, articulating these with academic culture, FGS’s trajectories and own expectations to reduce inequality and promote retention.