Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

Abstract

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

Socio-Economic Factors of the Creation Educational Environment of the Institution Higher Education as a Condition for the Formation of Professional Competences of Future Specialists’ Socionomic Professions

“…With a significant level of dynamism in the change of factors of external influence, a significant increase in risks and threats, socionomic factors of the formation of professional competencies of future specialists in socionomic professions should be subject to permanent monitoring by researchers. These changes determine the need for constant transformations of methods and tools used in the educational process, which to some extent contradicts the opinion established in the scientific literature [2,3,5] about the sufficiency of the implementation of only one or another set of measures. At the same time, the work of Bonfield et al [11] indicated the need to modify the tools of the educational environment in accordance with threats, but, unfortunately, did not mention the permanent nature of threat assessment, namely, the permanent nature of threat assessment requires, in our opinion, the implementation of constant monitoring and threat assessment by both scientists and HEI administrations.…”

“…Since, according to estimates [2,9], the budget for creating an educational environment in higher education institutions of developed countries can exceed 400,000 dollars. based on the results of the authors' analysis, we propose a phased introduction to the educational environment.…”

“…So, Goh et al [1] consider the need to form an ecosystem of the educational institution as one of the paradigms to stimulate higher education 4.0, because, according to Goh et al [1] without the formation of a new paradigm, level of professional competences of future specialists decreases rock from a year. García-Vita et al [2] studied social and educational factors for the effective acquisition of higher education in view of the psychosocial features of students' behaviour in the collective of universities and the importance of the educational environment as an adaptation mechanism. The article Yohannes et al [3] studied various factors of the student's influence on the effectiveness of his learning.…”

Effectiveness of a Program to Improve Attention towards Affective-Sexual, Bodily and Gender Diversity in University Students

“…Another work [28] studied the state of academic awareness surrounding intersexuality in early childhood, primary and secondary education, finding a lack of research and academic ignorance that demonstrates the difficulty in implementing programs and measures for improved diversity and inclusion. Other recent research [29] emphasizes the role of socio-educational factors in the promotion of inclusion in the university environment, as these factors have a significant impact on academic performance in the most marginalized populations.…”

Percepción de profesionales de la inclusión socioeducativa sobre programas destinados a jóvenes vulnerables

“…Diferentes investigaciones y estudios han establecido el marco donde se inscriben las experiencias educativas de segunda oportunidad, a través de diferentes dispositivos que diseñan acciones más flexibles y diversificadas ofreciendo opciones y oportunidades adaptadas para cubrir las competencias clave, basadas en los elementos aparecidos en la Recomendación del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006 relativa a las competencias clave para el aprendizaje permanente (2006/962/CE), y que se completan con formación práctica en centros de trabajo, ofreciendo de este modo una segunda oportunidad educativa (Olmos, 2014;Prieto, 2015;Salva, Nadal & Agnés, 2017;Vázquez & Barrera, 2017;Olmos & Más, 2018;Martíns, Carneiro, Campos, Mota, Negrão, Baptista & Matos, 2020;García, Medina, Amashta & Higueras, 2021).…”