This article presents the educational problems and challenges that the teachers of the Academic Unit of the North of the State of Nayarit (UAEN) have manifested during the current health crisis derived from the pandemic with COVID-19, with the aim of documenting the experience and propose recommendations that rethink teaching practice. For its preparation, a questionnaire adapted from the instrument applied by the National Autonomous University of Mexico (UNAM, 2020) was used, which was applied to active teachers in the Academic Unit through a google form. In which statistical data of the personnel and the opinions of the participants are collected, related to this issue, which will allow the design of a series of actions aimed at improving the processes faced by educational institutions not only in higher education but in all the types and levels of education, but especially from the Autonomous University of Nayarit.
The processes of innovation faced by educational institutions are a response to the different demands in the political, economic and cultural fields of the so-called knowledge society and the complex reality it is experiencing. It is then that innovation becomes a fundamental element to modify or transform the educational and academic practices that are developed in these institutions and focuses directly on what the different agents do. When speaking of innovations in the university curriculum, it must be recognized that there are multiple elements to be considered in the reforms to which the curriculum is exposed and in the processes of construction of those who implement them in the different spaces of formation. This paper presents a compilation of theories on how to understand innovation, as well as a reflection on the processes of curricular innovation that have been carried out at the Universidad Autónoma de Nayarit.
The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.
The processes of educational and curricular innovation have been presented in recent decades within the Higher Education Institutions in a remarkable way by the emergence of new policies by the governments in charge, as well as by the various social movements that have promoted improvements in the processes of student learning. However, the accelerated work that has been done to incorporate change into education systems has left two issues unresolved, on the one hand, the careful and in-depth analysis of the concept of innovation and on the other, the way in which academics incorporate change into practice both in classroom and in academic management. The purpose of this research is to make progress in these two aspects, and to do so, it addresses innovation from the perspective of globalization and identifies academics as factors of change.
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