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In Peru, the country where this research was conducted, the University Law 30220 emphasizes the importance of periodically updating curricular plans. Initially, the curriculum was objective-based, then shifted towards a capabilities approach, and currently focuses on competency development. This study proposes various methodological strategies adapted to the university's educational model, specifically within the Systems Engineering and Electronic Engineering Programs. Participatory Action Research (PAR) methodology was used, along with Atlas.ti software for content analysis, utilizing an observation guide. Furthermore, a survey was conducted with 46 first-semester students from both study programs. The survey comprises three dimensions and 10 questions, utilizing a Likert scale for evaluation. Responses were categorized into three levels: low, medium, and high. The results indicated that Dimension 1 (Teaching–Learning Strategies) achieved 50%, Dimension 2 (Teaching Resources and Materials) 52.17%, and Dimension 3 (Evaluation) 52.17%.

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Methodological Strategy by Competencies in the First Semester of the Systems and Electronics Engineering Program

  • 章节

  • 发表日期：

    2025年

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  • Laberiano Andrade-Arenas,
  • David Llulluy-Nuñez,
  • Hipólito Reyes Del Carmen,
  • Juan Lara-Herrera,
  • Luis Romero-Untiveros,
  • Jesus Vilchez-Sandoval,
  • Hugo Flor-Cunza

摘要

In Peru, the country where this research was conducted, the University Law 30220 emphasizes the importance of periodically updating curricular plans. Initially, the curriculum was objective-based, then shifted towards a capabilities approach, and currently focuses on competency development. This study proposes various methodological strategies adapted to the university's educational model, specifically within the Systems Engineering and Electronic Engineering Programs. Participatory Action Research (PAR) methodology was used, along with Atlas.ti software for content analysis, utilizing an observation guide. Furthermore, a survey was conducted with 46 first-semester students from both study programs. The survey comprises three dimensions and 10 questions, utilizing a Likert scale for evaluation. Responses were categorized into three levels: low, medium, and high. The results indicated that Dimension 1 (Teaching–Learning Strategies) achieved 50%, Dimension 2 (Teaching Resources and Materials) 52.17%, and Dimension 3 (Evaluation) 52.17%.