Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, usi...

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Autores: García-Toledano Mayoral, Eduardo, Gracia Zomeño, Andrea, González Olivares, Ángel Luis, Palomares Ruiz, Ascensión
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/35517
Acceso en línea:https://doi.org/10.3390/educsci13121243
https://hdl.handle.net/10578/35517
Access Level:acceso abierto
Palabra clave:Higher education
Teaching and learning
Personal, social and learning to learn competence
Quality education
Teacher perception
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spelling Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher EducationGarcía-Toledano Mayoral, EduardoGracia Zomeño, AndreaGonzález Olivares, Ángel LuisPalomares Ruiz, AscensiónHigher educationTeaching and learningPersonal, social and learning to learn competenceQuality educationTeacher perceptionCurrently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.MDPI202420242023info:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.3390/educsci13121243https://hdl.handle.net/10578/35517reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésSBPLY/19/180501/000149info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 SpainCC BY 4.0http://creativecommons.org/licenses/by-nc-nd/3.0/es/oai:ruidera.uclm.es:10578/355172026-05-27T07:36:41Z
dc.title.none.fl_str_mv Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
title Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
spellingShingle Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
García-Toledano Mayoral, Eduardo
Higher education
Teaching and learning
Personal, social and learning to learn competence
Quality education
Teacher perception
title_short Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
title_full Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
title_fullStr Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
title_full_unstemmed Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
title_sort Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education
dc.creator.none.fl_str_mv García-Toledano Mayoral, Eduardo
Gracia Zomeño, Andrea
González Olivares, Ángel Luis
Palomares Ruiz, Ascensión
author García-Toledano Mayoral, Eduardo
author_facet García-Toledano Mayoral, Eduardo
Gracia Zomeño, Andrea
González Olivares, Ángel Luis
Palomares Ruiz, Ascensión
author_role author
author2 Gracia Zomeño, Andrea
González Olivares, Ángel Luis
Palomares Ruiz, Ascensión
author2_role author
author
author
dc.subject.none.fl_str_mv Higher education
Teaching and learning
Personal, social and learning to learn competence
Quality education
Teacher perception
topic Higher education
Teaching and learning
Personal, social and learning to learn competence
Quality education
Teacher perception
description Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.3390/educsci13121243
https://hdl.handle.net/10578/35517
url https://doi.org/10.3390/educsci13121243
https://hdl.handle.net/10578/35517
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv SBPLY/19/180501/000149
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivs 3.0 Spain
CC BY 4.0
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivs 3.0 Spain
CC BY 4.0
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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