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vol.28PLAN EDUCATIVO INDIVIDUALIZADO: IMPLEMENTACIÓN E INFLUENCIA EN EL TRABAJO COLABORATIVO PARA LA INCLUSIÓN DE ALUMNOS CON AUTISMO“PERSONA CON DISCAPACIDAD” Y “PERSONA SIN DISCAPACIDAD” EN LA ESCUELA PARA TODOS: UNA INVITACIÓN A LA SUSPENSIÓN índice de autoresíndice de materiabúsqueda de artículos
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Revista Brasileira de Educação

versión impresa ISSN 1413-2478versión On-line ISSN 1809-449X

Resumen

CAMARGO, Claudia De Barros; MAQUINA, Francisca Nsang; FERNANDEZ, Antonio Hernández  y  LUENGO, Antonio Javier Manso. EDUCATIONAL AND TECHNOLOGICAL SKILLS IN THE EMERGING AFRICAN CONTEXT: A CHALLENGE FOR THE FUTURE. Rev. Bras. Educ. [online]. 2023, vol.28, e280100.  Epub 09-Oct-2023. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782023280100.

The objective of this research is to analyze the perception of the faculty and students of the Equatoguinean University on the emerging educational and technological competencies in the African context, at the Bata campus of the National University of Equatorial Guinea. It was a non-experimental study, with a quantitative methodology, with an interpretive paradigm, cross-sectional, explanatory, descriptive and correlational. We used as instrument a Likert scale validated in content and construct. Data analysis was performed using Pearson's P correlation, descriptive analysis, and one-factor ANOVA, both to see the differences between teachers and students, and the influence of belonging to one ethnic group or another. In conclusion, we highlight that technological skills are valued more than personal and social skills. In addition, ethnicity determines the significant differences in predominant social skills.

Palabras clave : competencies; teaching competencies; teaching staff; university students; perception.

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