Revista Electrónica Calidad en la Educación Superior
La Revista Electrónica Calidad en la Educación Superior (CAES), ISSN: 1659-4703, es una publicación electrónica dirigida por el Instituto de Gestión de la Calidad Académica (IGESCA), editada dos veces al año (mayo-noviembre). El objetivo de la revista es difundir experiencias tendientes a propiciar la calidad en la educación superior, experiencias en autoevaluación, acreditación de la calidad, educación superior a distancia, educación virtual, gestión y aseguramiento de la calidad, realizadas en el ámbito nacional e internacional, así como promover la discusión y el aporte a la sociedad de hoy en el mejoramiento continuo de los procesos académicos.
Esta revista provee acceso libre inmediato a su contenido bajo el principio de que hacer disponible gratuitamente la investigación al publico, lo cual fomenta un mayor intercambio de conocimiento global.
En el marco de la colaboración entre la Revista Electrónica Calidad en la Educación Superior (CAES) de la Universidad Estatal a Distancia y la Red Innovación Simple y Fructífera (RISYF) del Consejo Superior Universitario Centroamericano (CSUCA), nos complace presentar esta edición especial dedicada a la innovación en la enseñanza y al fortalecimiento de la calidad educativa.
Edición Especial Revista CAES y la Red Innovación Simple y Fructífera (RISYF) del Consejo Superior Universitario Centroamericano (CSUCA)
Copyright (c) 2026 Revista Electrónica Calidad en la Educación Superior https://creativecommons.org/licenses/by-nc/4.0/
La Revista Electrónica Calidad en la Educación Superior (CAES) se complace en presentar la publicación correspondiente a la trigésima tercera edición, decimosétimo volumen, número uno del mes de mayo del 2026. En esta edición se incluyen 12 artículos, que cuentan con autores procedentes de diversas universidades de Ecuador, Panamá y Colombia, así como tres universidades públicas de Costa Rica
Innovative approach to distance learning through the remote use of the Industrial Process Automation Laboratory: a case study at UNED, Costa Rica
Distance learning in industrial engineering faces the challenge of integrating technical content with practical experiences equivalent to those found in automated production environments. This article systematizes the experience of implementing and remotely using the Industrial Process Automation Laboratory (LAPI) at the National Distance Education University (UNED), located at the Alajuela University Campus, as a techno-pedagogical resource for developing competencies related to automation, data analysis, quality management, manufacturing, simulation, operations management, and logistics. The manuscript is organized as a descriptive case study with an approach to systematizing experience. The experience is structured in four phases: identification of training needs, design of activities, technical preparation, and execution of remote or blended learning activities. The available results show that LAPI allows for the development of case studies, blended learning labs, and student projects through the remote operation of manufacturing cells that simulate grain packaging and record traceability information, including time, weight, height, station, dummy customer, and processing sequence. It is concluded that the experience provides a transferable alternative to strengthen distance education in engineering, provided that it is accompanied by pedagogical planning, technical support, evaluation criteria and systematic collection of indicators of use, learning and student perception.
New Work Culture: Case Study of the Written Teaching Material Production Program at the State Distance Education University, Costa Rica
The principles of New Work (a new work culture) outlined in the New Work Charter (Väth et al., 2019) are based on the concepts of freedom, self-determination, and community, proposed in 2004 by Frithjof Bergmann (1930-2021), the father of New Work. New Work is a novel proposal due to its humanistic approach to self-realization, which redefines the purpose of employment, its structure, and its relationship to the individual, in contrast to the traditional view of employment as an obligation and a means of obtaining income. This study aims to compare the principles of New Work with the work practices of the Program for the Production of Written Didactic Material (PROMADE) at the State Distance University of Costa Rica and its consequent impact on the quality of the materials it produces. The study concludes that PROMADE demonstrates a high level of application of New Work principles and can therefore be considered a success story in a Latin American university.
Innovating with meaning: curricular transformations of the Bachelor's Degree in Pedagogy with emphasis on Didactics at the National University (2006-2024)
This article analyzes the curricular transformations undergone by the undergraduate program Licenciatura en Pedagogía con emphasis en Didáctica (LPED) at the División de Educología (DED) of the Universidad Nacional (UNA) from a critical, ethical, and contextualized perspective that responds to current socio-educational demands and needs. The systematized period spanned from 2006 to 2024 to identify the innovation processes that addressed, at the time, three self-evaluations conducted within the DED. The first was conducted as part of the academic unit's evaluative culture aimed at continuous improvement, while the second and third corresponded to the pursuit of accreditation by the Sistema Nacional de Accreditation de la Educación Superior (SINAES).
Product design using food waste-derived biomaterials in a COIL framework: an intercultural and multidisciplinary experience across Mexico, Chile, and Panama
This study analyzes the educational impact of an online Collaborative Online International Learning (COIL) experience focused on product design using biomaterials derived from food waste, implemented across higher education institutions in Mexico, Chile, and Panama. It is an empirical study with a quantitative approach, employing a non-experimental, cross-sectional design with a descriptive-exploratory scope. The sample consisted of 11 students from different disciplines, selected through non-probabilistic convenience sampling. Data were collected using a structured questionnaire with Likert-type items, organized into three dimensions: perception of the learning process, development of collaborative and intercultural competencies, and professional projection. Data were analyzed using descriptive statistics, including frequency distributions and measures of central tendency. The results show a high level of positive evaluation of the experience, with more than 80% of participants reporting favorable outcomes in the development of collaborative and intercultural skills, as well as in the application of knowledge to real-world problems. However, challenges were identified, particularly related to team coordination, asynchronous communication, and trust-building in multicultural virtual environments. It is concluded that the COIL approach represents an effective strategy for fostering transversal competencies and advancing curriculum internationalization, especially in interdisciplinary contexts oriented toward sustainability. Nevertheless, the findings should be interpreted with caution due to the small sample size and the exploratory nature of the study.
Laboratory practices in contingency contexts: An academic strategy in higher education
During the COVID-19 pandemic, the Agroindustrial Engineering program at the Universidad Estatal a Distancia (UNED) implemented an academic strategy to ensure educational continuity and the development of student abilities. In response to health restrictions, the laboratory practices of engineering courses, which are normally conducted in person at an educational pilot plant, were adapted to a home-based format. The instructional design was grounded in the flipped classroom model, providing students with materials to facilitate prior understanding, followed by the execution of experiments at home using raw materials available in their geographic area, as well as household equipment and utensils. The completion of the practices was verified through photographic evidence and laboratory reports, which were evaluated using specific rubrics.
Educational Quality Accreditation Models and Systems: An International Comparative Analysis
The following is study provides a comparative analysis of systems and models for evaluating and accrediting educational quality. The study aims to identify the approaches, components, and key processes that influence the management and continuous improvement of educational services. An integrative literature review and a comparative analysis of ten international accreditation agencies were conducted to systematize criteria, dimensions, and practices around teaching, management, infrastructure, technology, the student community, and research. The results reveal a trend toward the convergence of standards, institutional self-regulation, and innovation as core pillars of quality. This analysis provides insights that can be applied to strengthen strategic planning, evaluation, and sustainability in higher education institutions across diverse contexts.
Educational Data Mining as a Predictive Strategy to Improve Performance and Reduce Dropout in Distance Education – UNED Costa Rica
This research at UNED analyzes the potential of Educational Data Mining (EDM) to predict performance and reduce dropout rates in distance education. By applying predictive techniques to the Introduction to Computing course, significantly increased passing rates and reduction in failures was achieved. Tools such as ORANGE were evaluated for their ease of use and potential for personalized interventions. The results confirm that EDM strengthens evidence-based pedagogical decision-making, supports formative accompaniment, and fosters continuous improvement. The study also emphasizes the importance of training faculty in data analysis and recommends extending EDM implementation in other courses to consolidate a student-centered educational culture.
From its beginnings to the present: An analysis of the implementation and use of the UNED virtual campus mobile application
Since 2020, the State Distance Learning University (UNED) has implemented the "UNED Virtual Campus" mobile application through the BrandedMoodleApp (BMA) service, due to the limitations of the free version of Moodle. The Online Learning Program (PAL) led the research, acquisition, and implementation of the tool, prioritizing unlimited access to push notifications, interface customization, technical support, and compatibility with the three virtual campuses: EducaU, AprendeU, and AulaVirtual. Additionally, the tool allows access to Firebase, which provides key statistical data for decision-making. The implementation included technical workshops, testing, and training for the PAL team, along with promotional strategies aimed at end users, contributing to the university's digital transformation.
From ideas to the classroom: Transdisciplinary experiences in the production of teaching resources on genetics
This essay analyzes the process of designing, developing, and implementing innovative didactic resources for the Genetics and Evolution course at the Distance State University (UNED) of Costa Rica. In the face of challenges in STEM education in virtual environments, a transdisciplinary collaboration strategy was implemented integrating the Department Chair of Biological Sciences, the Audiovisual Materials Production Program (PPMA), and the Fab Lab Kä Träre. Using the Design Thinking methodology and gamification principles, educational game prototypes were developed to teach complex topics such as mitosis, meiosis, and population genetics. This study documents the phases of the process, the challenges that were overcome, and the lessons learned. It highlights the value of collaborative approaches to transform educational practice in distance learning contexts.
Importance of Digital Teacher Competencies (DTC) in Higher Education
This research analyzed the importance of digital teaching competencies (DTCs) in higher education, emphasizing their transformative role in the face of technological evolution. The study emphasizes the importance of integrate technical, pedagogical, and attitudinal skills to create meaningful and equitable learning experiences stemming from the digital revolution and ICTs. The study employed a qualitative approach to document analysis using national and international databases, prioritizing frameworks such as UNESCO (2019) and DigCompEdu to describe the evolution and challenges. Additionally, the study explores the history of ICTs in Costa Rica since 1985, professional teaching competencies, and 21st-century profiles. It also addresses limitations such as scarce policies, resistance to change, and the relationship between DTCs and pedagogical practice. The integrative model proposes a matrix that merges DigCompEdu, UNESCO, and other authors, articulating professional, pedagogical, and student dimensions for a reflective and inclusive transformation. Finally, the study concludes with a call for urgent need for institutional policies, continuous training, and pedagogical evaluation of ICT to bridge digital divides and improve the quality of education.
Learning Management System, quality and efficiency at the Universidad Estatal a Distancia: A best practices guide
This article aims to compile the best practices developed by the Universidad Estatal a Distancia de Costa Rica (UNED) (Costa Rica’s public distance‑learning university) for managing its Learning Management System (LMS), and to explain the impact of these practices on the delivery of services by the Online Learning Program (Programa de Aprendizaje en Línea, PAL). These practices have enhanced the unit’s technical, operational, and administrative efficiency, effectiveness, and quality by establishing clear strategies, processes and procedures, and assertive communication across every aspect of virtual campus management. Critical components of a best‑practice framework that has proven indispensable for supporting and achieving institutional objectives related to the virtualization of learning include planning, design and configuration, tool integration, system updates and security.
Information and Communication Technologies and Artificial Intelligence as Indicators of Excellence in Educational Quality: Management and Impact of Quality Policies in Higher Education Through a Systematic Literature Review
This systematic literature review, based on the PRISMA methodology, focuses on the role of information and communication technologies (ICTs) and artificial intelligence (AI) as indicators of excellence in quality management in higher education. The review focuses on Latin American publications from 2018 to 2024. The results suggest that ICTs, such as virtual training platforms, learning management systems, educational indicators, and collaborative learning environments, improve institutional effectiveness, optimize assessment processes, and promote equity. AI improves personalization and data-driven decision-making through the use of adaptive learning, smart tutoring, and predictive analytics. However, adopting these technologies presents political, ethical, educational, and sustainability challenges. In conclusion, incorporating of ICTs and AI as indicators for achieving educational excellence requires a balanced approach between technological innovation, institutional governance, and quality thresholds.
Systematization of the transition experience to the new curriculum in the Health Services Administration program in distance education: management strategies and challenges (2022-2025)
In response to environmental demands, the updating of the curriculum is established as a strategic process to strengthen professional training. From this perspective, we present the experience of transitioning to the new Health Services Administration curriculum at the Distance State University of Costa Rica, developed during the 2022–2025 period. The objective is to document the academic management strategies, the main challenges faced, and the lessons learned based on the experience of implementing the new curriculum. The qualitative analysis methodology included various information sources, such as a documentary review of the process —including career council minutes, curriculum design documents, and institutional guidelines— as well as the application of surveys directed to faculty members, students, graduates, course coordinators, and employers. Additionally, a comparative analysis of external references on trends in health education and distance learning was conducted. The documentary review provided the foundation for curriculum design, the surveys provided of key stakeholders perspectives on training needs and content updates, and the analysis of external references facilitated the contextualization of the process in relation to current trends. The information was organized and analyzed based on categories related to management strategies, challenges, and lessons learned. The results highlight the importance of participatory planning, faculty training, timely communication with students, and institutional coordination. It was concluded that the process strengthens academic management and consolidates a culture of continuous improvement in distance higher education.
Distance education and digital transformation challenges: post pandemic UNED
COVID-19 imposed a reality marked by the adoption of innovations in public health, socio-economic production, education, and social interaction. At the State Distance University of Costa Rica (UNED), the implementation of changes revealed progress in organizational trends, strengthened by greater digital and social competencies. Distance and online education are a model for the future, shaped by digital transformation, curricular and disciplinary flexibility, the human right to connectivity, and the emerging field of Artificial Intelligence. This analytical essay, based on the systematization of institutional experience from 2020 to 2025, identifies complex changes affecting UNED as a whole and its individual members.
Deferring Accreditation Decisions: An Analysis of Improvement Actions Assigned to Degree Programs at the University of Costa Rica
This study analyzes the decisions made by the National Accreditation Council of the National System of Higher Education Accreditation in thirteen programs at the University of Costa Rica. These accreditation applications were deferred between 2013 and 2024. A mixed-methods approach with a descriptive design was employed, reviewing 1,809 records, twelve special improvement plans, nine external evaluation reports, and nine institutional communications to examine the coherence between the improvement actions established by the agency and the assessments of peer review teams. The findings reveal inconsistencies, decisions with insufficient justifications, and an uneven distribution of improvement actions, which were concentrated at the program level rather than the institutional level. These results raise questions regarding the technical soundness of the resolutions issued and their potential implications for university academic quality.
Changes in Student Perceptions Following a Teacher Training Program Based on Pedagogical Content Knowledge in Sports Science
This study examines the effects of a training program for teachers, based on content-specific pedagogical knowledge on students’ perceptions in sports science. A quasi-experimental pretest-posttest design was implemented, involving 423 college students, who were assessed using a 28-item Likert scale questionnaire, and the training of 14 college instructors. The intervention took place over eight weeks through in-person sessions. The results show that traditional teaching approaches persisted in 50% of cases, while the use of the conceptual teaching approach was limited to 14%. Minor pre-post intervention changes were observed in some dimensions of perceptions, suggesting that short-term training interventions may be insufficient to modify teaching approaches.
Systematization of Institutional Self-Evaluation at the International University 411of Science and Technology through a Quality Management System: A Case Study
This case study examines the self-evaluation process at Universidad Internacional de Ciencia y Tecnología (UNICyT) in Panama between 2022 and 2023, with a particular focus on the Integrated Quality Management System (SIGUNICyT). This system was created to organise evidence management, improve the tracking of accreditation indicators, and enhance institutional decision-making, aligning with the CONEAUPA model and international quality standards. The analysis employed pattern-matching, comparing empirical results with the continuous improvement approach based on the PDCA cycle. The findings demonstrate improvements in the efficiency, transparency, and sustainability of the institutional self-evaluation process.
Student perspectives in higher education on the processes of self-evaluation and accreditation in the Economic and Social Planning program, 2024 Universidad Nacional, Costa Rica
This article highlights the importance of higher education, how students perceive of its quality, and the processes that question how it functions in order to achieve constant improvement in a planned and effective manner. It summarizes students' perceptions of the self-evaluation and accreditation processes of the Economic and Social Planning program in 2024. An exploratory investigation is conducted to gather and compare the results with the self-evaluation process and thus determine its current state. Based on the above, various self-evaluation variables were identified, highlighting alternatives such as the effectively disseminating of the processes and considering and including of the student perspective at the various stages of applying the evaluation mechanisms.
The abandonment of the MECEC Model: A loss for Costa Rican education
This essay examines key components of educational quality models with the aim of fostering reflection on the implications of repealing the Costa Rican Model for the Evaluation of Educational Quality (MECEC), which was in force from 2014 to 2023. The analysis suggests that eliminating the MECEC entails the loss of a contextualized framework specifically designed to respond to the country’s pedagogical, administrative, and sociocultural realities. The essay proposes alternatives that integrate both global and local indicators, while emphasizing the need to strengthen participatory processes that promote a culture of continuous improvement aligned with the principles of sustainable development.
Copyright (c) 2025 Revista Electrónica Calidad en la Educación Superior https://creativecommons.org/licenses/by-nc/4.0/
Presentación de Edición Especial IGESCA-CECED
Edición Especial 3 “Aportes de la capacitación docente a la calidad de la educación superior”
Workshop: Creating Diagrams for Teaching Materials with Microsoft Visio
This paper presents the systematization of the implementation of the Workshop on Creating Outlines for Teaching Materials with Microsoft Visio, offered by the Distance Education Center at the State Distance Education University since 2022, as it contributes to the didactic mediation of written materials. A mixed methodology was used; based on the results of the initial and final assessments applied to three workshop offerings, complemented by the final evaluations, it is concluded that the workshop has contributed to teacher training in the use of Microsoft Visio for content mediation. It is recommended that the manual for installing the program be improved, as well as that a study be conducted on the software's use after the workshop is approved.
Times of change: innovation and improvement in didactic resources in biological sciences
In a constantly changing society, innovative, inclusive, and meaningful learning contexts are needed. The Biological Sciences Department has been improving its teaching practices and the didactic resources it uses in its courses, where ongoing training, collaborative work networks, and teacher analysis and reflection have been essential. This essay aims to analyze the process of change in the development of resources, highlighting their impact on distance education. Over the past five years, approximately 60 new didactic tools have been created to support teaching and learning processes, while also strengthening students’ scientific competencies. These improvement strategies have played a crucial role in enhancing changes in teaching mediation and the implementation of didactic strategies.
Creative Narratives, Ethics and Digital Competencies with Generative Artificial Intelligence in Teacher Education
This essay systematizes teacher training experiences led by the Chair of Psychopedagogy at UNED, in the context of the growing presence of artificial intelligence in higher education. The purpose was to design strategies that strengthen digital competencies with an ethical, creative, and emotional approach. Through workshops aimed at pre-service teachers and university tutors, learning spaces were created that fostered technological exploration, ethical reflection, and situated learning. The use of narratives as a methodological resource helped reduce fear, build trust, and facilitate the appropriation of these new tools. As a result, communities of practice were strengthened, research lines with a gender perspective emerged, and extension projects were implemented in vulnerable regions, thereby enhancing educational quality.
Feedback in Higher Education: A Dialogic Process Aimed at the Continuous Improvement of Learning
This essay explores the significance of dialogic feedback in learning processes, emphasizing the active role of students in taking ownership of their educational development. It aims to encourage teacher reflection on how to create meaningful opportunities that enhance student engagement in participatory learning environments. The discussion is framed by the need to foster pedagogical practices that promote the autonomous and self-regulated construction of knowledge. It analyzes the phases, levels, principles, and strategies that enhance the effectiveness of feedback. The essay concludes that feedback grounded in dialogue, guidance, self-regulation, and motivation can foster the development of key competencies that enable students to transfer their learning to future tasks, thus supporting the sustainability of lifelong learning.
Life skills (LPS): in the comprehensive and professional training of students
The purpose of this essay is to reflect on the importance of different cognitive, social, and emotional skills in the professional development of university students. This essay was based on a review of academic literature, which referenced the life skills approach proposed by the World Health Organization, its origin, concept, and classification, as well as its relationship to workplace competencies. This demonstrates that educational processes must be comprehensive and not solely focused on cognitive development. Therefore, teachers and students require these skills for their academic lives, both in the teaching and learning processes. It is evident that they are necessary for a healthy and balanced life beyond the workplace.
Good Practices Implemented by the Centro de Capacitación en Educación a Distancia (CECED, Distance Education Training Center) in Accordance with ISO 21001:2018 Educational Organizations — Management Systems for Educational Organizations — Requirements wit
The competence of staff in educational organizations, along with their ongoing professional development, is a key requirement for enhancing the satisfaction of students and other stakeholders. At the State Distance University (UNED), the Center for Training in Distance Education (CECED) is responsible for providing academic staff with training in didactics and distance education methodologies. This essay aims to evaluate the implementation of good practices at CECED derived from the ISO 21001:2018 standard Educational Organizations — Management Systems for Educational Organizations — Requirements with guidance for use, based on an analysis of current regulations and the information provided by the Center’s coordinator. The discussion is organized into three sections: the mission of CECED, the ISO 21001:2018 standard, and the good practices of CECED in alignment with standard. The conclusion is that CECED successfully adheres to the good practices outlined in the ISO 21001:2018 standard.
IDB’s Movingonline: Lessons for teacher development and post-pandemic educational management
During the pandemic provoked by COVID-19, the Movingonline initiative provided urgent support to students, teachers, and education managers in Latin America and the Caribbean as they transitioned to online learning. This essay analyzes key lessons from the experience, and its contributions to digital transformation, teaching competencies development, and hybrid education. It highlights shifts in understanding professional development needs and effective formats and content for ongoing training. The reflection emphasizes the importance of flexibility, socioemotional support, and peer collaboration, and underscores the complementary role of online education. The conclusions offer recommendations to sustainably strengthen teacher and leadership development beyond crisis response