Judicial reinterpretation of grounds for dismissal with cause:grave misconduct and proportionality in Colombian Labor Law

Abstract

Introduction: In recent decades, universities have faced increasing challenges regarding academic performance, student retention, and the need to foster skills that facilitate more self-directed and self-regulated learning. Educational research has increasingly focused on how to cultivate cognitive, metacognitive, self-regulatory, socio-emotional, and digital skills in college students (Hattie, 2009; Panadero, 2017; Zimmerman & Schunk, 2011). Objective: This article explores the empirical evidence related to interventions designed to enhance learning skills in higher education. Methodology: Through a review of research published between 2016 and 2025, theoretical and methodological patterns are identified, the main lines of intervention are highlighted, and the observed effects are analyzed, in addition to pointing out some gaps that still exist in the literature. Conclusions: The text considers how this may influence the design of evidence-based programs and suggests several guidelines for future research aimed at making these interventions more effective, relevant, and sustainable in the academic setting.