Education in current times has profound changes, at all levels and in all disciplines; in the case of universities, it has integrated new elements and aspects to consider in the teaching and learning process; a fact that allows to empower the professional that society needs in the current context, maintaining the quality of higher education. The future professional substantially requires a communication capacity to access employment, work and entrepreneurship. The objective is to analyze how the disruptive integration of digital tools enhances the communicative dimension: ability to express, communicate and increase technical vocabulary related to their specialty; identify the means of communication and the way they use them to achieve their profile. The methodology that was used was descriptive -correlational, with a non-experimentalobservational design. The study sample was made up of 450 university students from the Social Sciences Area of the public university of the city of Ica, selected through probability sampling, to whom the questionnaire instrument was applied to evaluate the relationship of the variables under study. The result obtained shows a significant correlation at the 0.01 level, which allows determining the relationship between both variables.
Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.
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