Instrumental, personal and social interaction and integrative competencies in the university context
DOI:
https://doi.org/10.21803/penamer.18.37.826Keywords:
Social and personal interaction competencies, Integrative competencies, Instrumental competencies, Social competenciesAbstract
Introduction: Globalization and rapid technological advancement demand graduates with comprehensive competencies capable of applying knowledge, innovating, and adapting to dynamic work environments. Objective: To determine the correlation between instrumental competencies (X1), social and personal interaction competencies (X2), and integrative competencies (X3) among university students. Methodology: This was an exploratory, correlational–causal, quantitative, cross-sectional, and non-experimental study. A 15-item questionnaire was administered to 695 students enrolled during
the August–December 2023 term. Data analysis was conducted using SMART-PLS and SPSS to assess reliability, validity, and correlations. Results: Positive correlations were found among all variable pairs: moderate between X1 and X3 (r = 0.582), and low
between X1 and X2 (r = 0.328) and X2 and X3 (r = 0.395). Integrative competencies (X3) accounted for 38.5% of their variance when X1 and X2 served as independent variables, confirming the influence of technical and social skills on innovation and leadership capacity.
Conclusions: The three competencies are significantly interrelated, and each contributes to the variance of the others, thus supporting the initial hypotheses. These
findings highlight the importance of curricular strategies that foster technical, social, and integrative skills simultaneously to prepare competitive professionals.
Downloads
References
Abrego, G., González, R., Cornejo, E., & De León, C. (2021). El microlearning en la educación superior. Semilla científica: Revista de investigación formativa, 285-292. https://repositorio.umecit.edu.pa/server/api/core/bitstreams/fc03e6a9-67a7-496f-9c88-5404bedd3010/content
Anderson, D. R. Sweeney, D. J. & Williams, T. A. (2012). Estadística para Negocios y Economía.11ª ed. Cengage. México.
Argandoña Gómez, F. A., Persico Jiménez, M. C., Visic Matulic, A. M., & Bouffanais Cuevas, J. I. (2018). Estudio de Casos: Una metodología de enseñanza en la educación superior para la adquisición de competencias integradoras y emprendedoras. Tec Empresarial, 12(3), 7-16. http://dx.doi.org/10.18845/te.v12i3.3934.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Braslavsky, C., & Acosta, F. (2006). La formación en competencias para la gestión de la política educativa: un desafío para la educación superior en América Latina. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 4(2), 27-42. https://dialnet.unirioja.es/descarga/articulo/1984520.pdf
Bruner, J. (1974). Toward a Theory of Instruction. Harvard University Press.
Cantú-Mata, J. L., Torres-Castillo, F., Alcaraz-Corona, S., & Banda-Muñoz, F. (2018). Calidad, tiempo y costo en proyectos de desarrollo de software. Interciencia, 43(10), 707-710. https://www.interciencia.net/wp-content/uploads/2018/10/707-CANTU-43_10.pdf
Elias, M., Zins, J. E., & Weissberg, R. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.
Farrell AM (2010) Insufficient discriminant validity: A comment on Bove, Pervan, Beatty, and Shiu. Journal of Business Research, 63(3), 324-327. https://doi.org/10.1016/j.jbusres.2009.05.003
García Retana, J. A. (2011). Modelo educativo basado en competencias: importancia y necesidad. Revista Electrónica Actualidades Investigativas en Educación, 11(3), 1-24. https://www.redalyc.org/pdf/447/44722178014.pdf
del Pulgar Cinque, S. G., & Mantilla, J. M. R. (2020). Las competencias instrumentales en los futuros maestros de educación primaria: autopercepción y satisfacción con la formación recibida en estudiantes de la UCM. Profesorado, Revista de Currículum y Formación del Profesorado, 24(3), 309-333. https://doi.org/10.30827/profesorado.v24i3.8158
González, J., & Wagenaar, R. (2006). Tuning Educational Structures in Europe II. La contribución de las universidades al proceso de Bolonia. University of Deusto Press. http://www.deusto-publicaciones.es/deusto/pdfs/tuning/tuning04.pdf
Hair, J. Ringle, C. & Sarstedt, M. (2011). PLS-SEM: Indeed a Silver Bullet. J. Market. Theory Pract. 19(2): 139–151. https://doi.org/10.2753/MTP1069-6679190202
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika 39: 31-36. https://doi.org/10.1007/BF02291575
Linton, J. (2018). The blended learning blueprint for elementary teachers. Corwin Press. https://doi.org/10.4135/9781544357409
Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century; UCL IOE Press. London. https://doi.org/10.1177/14782103221117655
Marcotte, K. M., & Gruppen, L. D. (2022). Competency-based education as curriculum and assessment for integrative learning. Education Sciences, 12(4), 267. https://doi.org/10.3390/educsci12040267
Pérez, C. (2008). Minería de datos: técnicas y herramientas. Thomson Ediciones Paraninfo, S.A. 1ª edición 2008 España.
Quang, H. N., & Tri, H. M. (2021). The challenges and opportunities of online learning during Covid-19 pandemic. Ho Chi Minh City Open University Journal of Science-Social Sciences, 11(1), 3-14. https://doi.org/10.46223/HCMCOUJS.soci.en.11.1.1902.2021
Ramón, P. R., Redondo, R. F., Gundín, O. A., & Fernández, L. Á. (2015). Percepción de los estudiantes sobre el desarrollo de competencias a través de diferentes metodologías activas. Revista de investigación educativa, 33(2), 369-383. https://doi.org/10.6018/rie.33.2.201381
Saracho, J. (2005). Un Modelo General de Gestión Por Competencias. RIL editores. Pp. 279. https://saracho.cl/wp-content/uploads/2019/04/Un-Modeo-General-de-Gestion-por-Competencias-Saracho.pdf
Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts. https://doi.org/10.1037/11256-000
Tobón, S. (2010). Formación basada en competencias: pensamiento complejo, diseño curricular y didáctica. Ecoe ediciones. https://www.uv.mx/psicologia/files/2015/07/Tobon-S.-Formacion-basada-en-competencias.pdf
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Zambrano Briones, M. A., Hernández Díaz, A., & Mendoza Bravo, K. L. (2022). El aprendizaje basado en proyectos como estrategia didáctica. Conrado, 18(84), 172-182. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442022000100172
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pensamiento Americano
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The author or authors of an article accepted for publication in the Journal Pensamiento Americano will transfer all of the patrimonial rights to the American University Corporation free of charge, within which are included: the right to edit, publish, reproduce and distribute both print media as digital, in addition to include in article in international indexes and / or databases, likewise, the Editorial Seal is authorized to use the images, tables and / or any graphic material presented in the article for the design of covers or posters from the same magazine. By assuming the patrimonial rights of the article, it may not be partially or totally reproduced in any printed or digital media without its express permission.
AUTHORITY ASPECTS
For the Pensamiento Americano Journal, all the authors of an article have made substantial contributions to the research and the manuscript, and they share the responsibility when the article presents errors, fraud in some way or violations of copyright.
After submitting an article, the journal does not accept the addition, deletion or change in the order of the authors, in addition we reserve the right to release the article when it has been submitted to the journal and under no circumstances will American Thought accept the article. withdrawal of an article during any phase of the editorial process
