Abstract: The objective of this research study is to describe the motivation of university students through their willingness and interest in research from the perspective of university social responsibility (RSU) in Peru. An instrument is provided to 390 university students from various universities in Peru. An exploratory factor analysis is applied and statistically significant differences are examined according to sociodemographic characteristics. The results show statistically differences in some variables that comprise motivation in agreement research: years of study, study discipline, and participation in RSU projects. In conclusion, the management of research during university education must consider academic, sociodemographic, and personal aspects for the design of strategies that develop in students the will and interest in the development of studies that allow them to respond to the needs and demands of society.

Resumen: El objetivo de esta investigación es describir la motivación de los estudiantes universitarios a través de la voluntad e interés sobre la investigación desde el enfoque de la responsabilidad social universitaria (RSU) en Perú. Se suministra un instrumento a 390 estudiantes universitarios de diversas universidades de Perú. Se aplica un análisis factorial exploratorio y se examinan diferencias estadísticamente significativas según características sociodemográficas. Los resultados señalan diferencias estadísticamente en algunas variables que integran la motivación en la investigación de acuerdo: años de estudio, disciplina de estudio y participación en proyectos de RSU. En conclusión, la gestión de la investigación durante la formación universitaria debe considerar aspectos académicos, sociodemográficos y personales para el diseño de estrategias que desarrollen en los estudiantes la voluntad e interés por el desarrollo de estudios que permitan responder a las necesidades y demandas de la sociedad.

RESUMEN Es necesario desarrollar trabajos que centren su interés en el tema de los valores inherentes al proceso de generación del conocimiento, con el fin de fortalecer la formación de los académicos en el postgrado. El artículo forma parte del proyecto en desarrollo “Éticas Aplicadas y Educación” y como instrumento se diseñó un cuestionario administrado a una muestra de 291 profesores e investigadores de una universidad pública mexicana, que laboran en diversas áreas de conocimiento. El análisis se realizó a través de una lectura minuciosa que permitió reconocer y clasificar valores y otros elementos axiológicos, organizados según el porcentaje obtenido. Los resultados evidencian un núcleo estable de valores: Honestidad, Responsabilidad, Integridad Científica, Compromiso y Respeto. Se enfatiza la preocupación por el desarrollo del pensamiento crítico, la visión del trabajo de los académicos como bien social y la necesidad de continuar estudiando para conocer los principios éticos especiales relacionados con los marcos disciplinares.

ABSTRACT We consider that it is necessary to develop work that focuses on the values inherent to the process of creating knowledge, in order to strengthen the training of postgraduate studies scholars. This article arises from an ongoing project called “Applied Ethics and Education”. As a data collection instrument, a questionnaire was applied to a sample of 291 professors and researchers from a Mexican public university, who work in different areas of knowledge. The analysis was carried out through exhaustive reading that allowed values and other axiological elements to be recognized and classified, organized according to the percentage obtained. The results show a stable core of values: Honesty, Responsibility, Scientific Integrity, Commitment and Respect. We highlight the concern with the development of critical thinking, the view of the work of teachers and researchers as a social good and the need to continue investigating the specific ethical principles related to different disciplinary frameworks.

RESUMO É necessário desenvolver trabalhos que se foquem no valores inerentes ao processo de criação de conhecimento, a fim de fortalecer a formação de professores e investigadores de estudos pós-graduados. Este artigo decorre de um projeto em curso denominado “Ética Aplicada e Educação”. Como instrumento de recolha de dados aplicou-se um questionário a uma amostra de 291 professores e investigadores de uma universidade pública mexicana, que atuam em diversas áreas do conhecimento. A análise foi realizada através de uma leitura exaustiva que permitiu reconhecer e classificar valores e outros elementos axiológicos, organizados de acordo com a percentagem obtida. Os resultados mostram um núcleo estável de valores: Honestidade, Responsabilidade, Integridade Científica, Compromisso e Respeito. Destaca-se a preocupação com o desenvolvimento do pensamento crítico, a visão do trabalho dos professores e investigadores como um bem social e a necessidade de continuar a investigar os princípios éticos específicos de cada contexto disciplinar.

RESUMEN En este trabajo se argumenta cómo la formación para la ciudadanía se constituye en uno de los pilares fundamentales y de los principales desafíos de las IES para contribuir a la formación integral de los estudiantes, a partir de la indisoluble relación entre educación y ciudadanía. Por ello, esta formación no debe limitarse a los niveles primarios, básicos o medios de la educación. Se considera un modo privilegiado a través del cual cada IES y particularmente la Universidad de El Salvador, puede cumplir su responsabilidad social, mejorando la calidad y pertinencia educativa, asumiendo un compromiso más consciente, sistemático y planificado de la formación para la ciudadanía de los estudiantes. Para el desarrollo de la investigación se utilizaron los métodos teóricos: analítico-sintético e histórico-lógico y los empíricos: revisión documental y observación directa. Como resultado se llegó a la conclusión de que las universidades, deben volver su mirada hacia sí mismas, reflexionar crítica y autocríticamente sobre su razón de ser en el actual contexto histórico de las sociedades latinoamericanas, para evitar el riesgo de caer en la irrelevancia educativa e institucional y de ser menos pertinentes frente a las nuevas exigencias que les impone la sociedad en pleno siglo XXI.

ABSTRACT This work argues how training for citizenship constitutes one of the fundamental pillars and of the main challenges of HEIs to contribute to the comprehensive training of students, based on the indissoluble relationship between education and citizenship. Therefore, not be limited to primary, basic or middle levels of education. It is considered a privileged way through which, particularly the University of El Salvador (UES), can fulfill their social responsibility by improving the quality and relevance of their education and assuming training in a more committed, conscious, systematic and planned way. for the citizenship of students. To develop the research, the analytical-synthetic and historical-logical methods were used as theoretical methods, and documentary review and direct observation were used as empirical methods. As a result of the research, the conclusion was reached that universities must turn their gaze towards themselves, reflect critically and self-critically on their reason for being in the current historical context of Latin American societies, to avoid the risk of falling into educational and institutional irrelevance and being less relevant to the new demands that society imposes on them in the 21st century.

BACKGROUND: Despite inpatient rehabilitation many stroke survivors struggle with community reintegration on returning home. The environment to which the stroke survivor returns affects and may limit participation in home and community-based activities. AIM: To describe stroke survivors' lived experiences of the environmental barriers and facilitators to community reintegration in an under resourced urban metropolitan sub-district in the Western Cape, South Africa. METHODS: A descriptive, qualitative study design with a phenomenological emphasis used semi-structured interviews to collect the data from purposefully selected stroke survivors who had been discharged for more than one year following inpatient rehabilitation. Supporting data were collected from interviews with two occupational therapists providing rehabilitation services to the stroke survivors. Deductive priori coding of semi-structured interviews with 11 stroke survivors, based on the environment subsystems described in the Person-Environment-Occupation-Performance (PEOP) model explored the barriers and facilitators to their community reintegration. FINDINGS: Of the six environmental sub systems in the PEOP model the systems and policy, access to information and health education, social determinants of health in the form of poor rehabilitation planning and loss of income as well as the built and natural environment presented the greatest barriers to the stroke survivor participants' community reintegration. However, reintegration was facilitated by social support and social capital, social determinants of health in the form of support groups as well as assistive technologies. CONCLUSION: Community reintegration continues to be a challenge for stroke survivors in an under-resourced urban sub-district due to environmental barriers associated with factors such as poor social support, inadequate implementation of policies and systems, poor compliance with home programmes, low socioeconomic status, poor access within the built and natural environment and inappropriate assistive devices. Several facilitators that occupational therapists can focus on to enable community reintegration included ensuring effective social support, access to community-based organisations, the introduction of home visits and provision of appropriate assistive devices. IMPLICATIONS FOR PRACTICE All stroke survivors must receive a comprehensive discharge plan to facilitate adequate access to continued rehabilitation and support for successful community reintegration. • There must be a specific referral to primary health care rehabilitation services on discharge from hospital. • Occupational therapists at community level have the responsibility to: o advocate for, or assist stroke survivors to self-advocate, the removal of inter-sectoral environmental barriers that limit their community reintegration and community participation, o where possible provide services in the home and involve midlevel workers when conducting home visits to enable successful reintegration into the home and resumption of occupational roles where possible, o look to other resources in their community that can assist in facilitating the community reintegration of stroke survivors to enable access to health, education, productive activities, and social and leisure participation opportunities, o improve their collaboration with the communities that they service.

Resumen Al considerar la importancia que actualmente tiene el compromiso social, se ha explorado la perspectiva de uno de los campos de aplicación dentro de las instituciones de educación superior. En este contexto, se examinó la situación actual de la Universidad Técnica de Machala respecto a responsabilidad social y consumo sostenible, desempeñando funciones relacionadas con la enseñanza e investigación. Se llevó a cabo una recopilación de datos que permitió elaborar una evaluación sobre las deficiencias de conocimiento en cuanto a responsabilidad social y cómo esto afecta al consumo responsable. Después, se evaluó el campus en términos de responsabilidad, administración del conocimiento social y participación comunitaria, revelando un nivel de conocimiento insatisfactorio. En cuanto a los asuntos de responsabilidad social y consumo sustentable, se observa una limitación en los resultados relacionados con la gestión y la participación. Sin embargo, la producción científica, junto con los programas y grupos de investigación, se enfocan principalmente en temas vinculados a la conservación del medio ambiente, el bienestar social y la innovación. A pesar de las carencias en el entendimiento de la responsabilidad social, los participantes mostraron una completa comprensión de los impactos ambientales resultantes del consumo sostenible.

Abstract When considering the importance that social commitment currently has, the perspective of one of the fields of application within higher education institutions has been explored. In this context, the current situation of the Technical University of Machala was examined regarding Social Responsibility and Sustainable Consumption, performing functions related to teaching and research. A data collection was carried out that made it possible to prepare an evaluation of the deficiencies in knowledge regarding Social Responsibility and how this affects responsible consumption. The campus was then evaluated in terms of accountability, social knowledge management, and community participation, revealing an unsatisfactory level of knowledge. Regarding the issues of social responsibility and sustainable consumption, a limitation is observed in the results related to management and participation. However, scientific production, along with research programs and groups, focus mainly on issues linked to environmental conservation, social well-being and innovation. Despite gaps in understanding of social responsibility, participants showed a complete understanding of the environmental impacts resulting from sustainable consumption.

RESUMEN Este ensayo pretende fomentar la responsabilidad social en la formación continua del profesional para el desarrollo local, como aporte de la educación a la formación integral de las actuales y futuras generaciones, así como en la labor educativa que desarrollan los docentes en ejercicio y estudiantes de carreras pedagógicas, pues son responsables de coadyuvar al diseño del modelo social basado en los principios éticos de la sociedad socialista para el desarrollo local y el país. Se emplearon métodos de investigación del nivel teórico y empírico, como analítico-sintético en la sistematización de los principales fundamentos que sustentan este trabajo.

ABSTRACT This essay aims to promote social responsibility in the continuous training of professionals for local development, as a contribution of education to the integral formation of current and future generations, as well as in the educational work developed by practicing teachers and students of pedagogical careers, since they are responsible for contributing to the design of the social model based on the ethical principles of the socialist society for local development and the country. Theoretical and empirical research methods were used, as analytical-synthetic in the systematization of the main foundations that support this work.

Abstract Political institutions such as the European Commission and the Government of Spain have expressed their interest and willingness to lay the foundations for ethical governance of Artificial Intelligence (AI). In particular, they have proposed the promotion of reliable Artificial Intelligence through a set of guidelines and strategies. Despite the benefit provided by these political initiatives, it is not possible to fully appreciate a specific educational strategy that contributes to the generation of an ethical AI ecosystem based on trust. In this sense, the main objective of this work is to demonstrate that the teaching of applied ethics in engineering studies constitutes a commitment to professional strengthening, ethical governance and responsible research and innovation. To achieve this objective, first of all, some of the essential aspects that give significant value to the teaching of applied ethics will be detailed, highlighting the social responsibility that universities present in this field. Secondly, a classification of ethics subjects related to engineering in the environment of Spanish public universities will be shown. And, thirdly, a theoretical framework rooted in discursive ethics will be offered, promoting a civic perspective in the educational context of the professions.

Resumen Instituciones políticas como la Comisión Europea y el Gobierno de España han manifestado su interés y predisposición para sentar las bases de una gobernanza ética de la Inteligencia Artificial (IA). En particular, han planteado el impulso de una Inteligencia Artificial confiable a través de un conjunto de directrices y estrategias. A pesar del beneficio que reportan estas iniciativas políticas, no es posible apreciar en su conjunto una estrategia educativa específica que contribuya a la generación de un ecosistema ético de IA fundamentado en la confianza. En ese sentido, el objetivo principal de este trabajo consiste en explicar que la enseñanza de la ética aplicada en los estudios de ingeniería constituye una apuesta para el fortalecimiento profesional, la gobernanza ética y una investigación e innovación responsables. Para alcanzar este objetivo, en primer lugar, serán detallados algunos de los aspectos esenciales que dotan de un valor significativo a la enseñanza de la ética aplicada, subrayando la responsabilidad social que presentan las universidades en este terreno. En segundo lugar, se mostrará una clasificación de las asignaturas de ética relacionadas con la ingeniería en el entorno de las universidades públicas españolas. Y, en tercer lugar, se ofrecerá un marco teórico enraizado en la ética discursiva, promoviendo una mirada cívica en el contexto educativo de las profesiones.

Resumo O presente estudo se concentra em analisar a percepção dos estudantes sobre a proposta de responsabilidade social universitária vinculada à gestão organizacional exercida pelos dirigentes de uma das unidades acadêmicas do Instituto Politécnico Nacional do México. Este estudo enquadra-se numa abordagem quantitativa, para a qual foi utilizada uma amostragem não probabilística por conveniência, onde participaram 1.410 estudantes de graduação e engenharia. Para coletar as informações, utilizou-se a pesquisa de responsabilidade social universitária do modelo URSULA, proposta por Vallaeys (2020), embora focada apenas na dimensão da gestão organizacional e dos estudantes. Os dados foram processados e analisados através do software SPSS. Foi realizada análise descritiva detalhada para cada uma das subdimensões avaliadas na pesquisa. Os resultados mostram uma elevada aceitação e avaliação positiva da responsabilidade social universitária na sua dimensão de gestão organizacional. Estes resultados reforçam a importância da gestão organizacional no contexto da responsabilidade social universitária e o seu impacto na percepção dos estudantes. Concluindo, este estudo contribuiu para a compreensão da percepção dos estudantes sobre a responsabilidade social universitária em relação à gestão organizacional exercida pelos dirigentes da unidade acadêmica do Instituto Politécnico Nacional e pode servir de base para o desenvolvimento de políticas e ações que fortaleçam ainda mais a RSU na instituição.

Abstract This study focuses on analyzing the student perception of the proposal of University Social Responsibility linked to the organizational management carried out by the leaders of one of the academic units at the National Polytechnic Institute of Mexico. The study adopts a quantitative approach, involving 1,410 undergraduate and engineering students through non-probabilistic convenience sampling. To collect the data, the University Social Responsibility survey from the URSULA Model, as proposed by Vallaeys (2020), was employed, with a specific focus on the organizational management dimension and students. The data were processed and analyzed using the SPSS software. A detailed descriptive analysis was conducted for each of the sub-dimensions assessed in the survey. The findings revealed a high level of acceptance and positive evaluation of University Social Responsibility in its organizational management dimension, with the majority of students perceiving and valuing this aspect highly. These results underscore the significance of organizational management within the context of University Social Responsibility and its influence on student perception. In conclusion, this study has contributed to comprehending the student perception of University Social Responsibility concerning the organizational management exercised by the leaders of the academic unit at the National Polytechnic Institute, serving as a foundation for the development of policies and actions to further strengthen USR within the institution.

Resumen El presente estudio se centra en analizar la percepción estudiantil de la propuesta de responsabilidad social universitaria vinculada con la gestión organizacional ejercida por los líderes de una de las unidades académicas del Instituto Politécnico Nacional de México. Este estudio se enmarca en un enfoque cuantitativo, para lo cual se empleó un muestreo no probabilístico por conveniencia donde participaron 1410 estudiantes de licenciatura e ingeniería. Para recopilar la información, se utilizó la encuesta de responsabilidad social universitaria del modelo URSULA, propuesto por Vallaeys (2020), aunque se enfocó únicamente en la dimensión de gestión organizacional y los estudiantes. Los datos fueron procesados y analizados mediante el software SPSS. Se realizó un análisis descriptivo detallado para cada una de las subdimensiones evaluadas en la encuesta. Los hallazgos muestran una alta aceptación y valoración positiva de la responsabilidad social universitaria en su dimensión gestión organizacional. Estos resultados refuerzan la importancia de la gestión organizacional en el contexto de la responsabilidad social universitaria y su impacto en la percepción estudiantil. En conclusión, este estudio ha contribuido a comprender la percepción estudiantil de la responsabilidad social universitaria en relación con la gestión organizacional ejercida por los líderes de la unidad académica del Instituto Politécnico Nacional y pueden servir como base para desarrollar políticas y acciones que fortalezcan aún más la RSU en la institución.

Resumo O objetivo deste estudo foi analisar as atividades acadêmicas e de apoio à formação profissional que impactam na aquisição de valores relacionados à responsabilidade social dos alunos do curso de Engenharia em Sistemas de Qualidade lotados na unidade acadêmica Mochicahui da Universidade Indígena Autônoma. Comunidade do México (UAIM). Para isso, um questionário online foi aplicado a 81 participantes. Os resultados - examinados com base numa abordagem correlacional transversal quantitativa não experimental - demonstraram que os programas de trabalho solidário, serviço social e permanência profissional são indicadores característicos de responsabilidade da universidade, os quais foram agrupados em sete dimensões: envolvimento pessoal, descoberta de valores, consciência social, conhecimento da realidade, compromisso social da profissão, ecologia-meio ambiente e diversidade. Posteriormente, a análise estatística revelou que tais indicadores estão associados positivamente em intensidades moderadas e fortes, e que a responsabilidade social geral dos alunos é de forte intensidade, com o compromisso de contribuir eticamente e preservar o seu meio ambiente. Da mesma forma, a correlação geral foi forte, com um índice de 0,620, o que permite afirmar que os indicadores estão associados positivamente e têm um forte impacto na construção da responsabilidade social dos alunos através do conhecimento da sua realidade pessoal e social, no aumento da seus valores éticos, sentindo seu compromisso social por ser estudante, graduado ou membro de uma empresa responsável e agir em favor de seu contexto em um ambiente diverso e ecológico.

Abstract The objective of this study was to analyze the academic activities and support for professional training that impact the acquisition of values related to social responsibility of the students of the degree in Quality Engineering assigned to the Mochicahui academic unit of the Universidad Autónoma Indígena de México (UAIM). A questionnaire was developed that was applied online to 81 participants; the data analysis was quantitative, non-experimental, cross-correlational. Finding that the solidarity work, social service and professional stay programs are characteristic indicators of responsibility of the university. Seven dimensions were established: personal involvement, discovery of values, social awareness, knowledge of reality, social commitment of the profession, ecology-environment and diversity. The statistical analysis revealed that the indicators are associated in moderate and strong intensities in a positive way, the general social responsibility of the students is of strong intensity, with a commitment to ethically contribute and preserve their environment. The general correlation is strong with an index of 0.620, which allowed us to answer the research question that was posed if they are positively associated and have a strong impact on the construction of students' social responsibility through knowing their personal and social reality; in increasing their ethical values, feeling their social commitment by being as a student, graduate or member of a responsible company and acting in favor of their context in a diverse and ecological environment.

Resumen El objetivo del presente estudio fue analizar las actividades académicas y de apoyo a la formación profesional que impactan en la adquisición de valores relacionados con la responsabilidad social de los estudiantes de la licenciatura en Ingeniería en Sistemas de Calidad adscritos a la unidad académica Mochicahui de la Universidad Autónoma Indígena de México (UAIM). Para ello, se aplicó un cuestionario en línea a 81 participantes. Los resultados -examinados con base en un enfoque cuantitativo no experimental transversal correlacional- demostraron que los programas de trabajo solidario, servicio social y estadía profesional son indicadores de responsabilidad característicos de la universidad, los cuales fueron agrupados en siete dimensiones: implicación personal, descubrimiento de los valores, conciencia social, conocimiento de la realidad, compromiso social de la profesión, ecología-medio ambiente y diversidad. Posteriormente, el análisis estadístico reveló que tales indicadores están asociados en intensidades moderadas y fuertes de manera positiva, y que la responsabilidad social general de los estudiantes es de intensidad fuerte, con un compromiso de contribuir y preservar de forma ética su entorno. Asimismo, la correlación general fue fuerte, con un índice de 0.620, lo que permite afirmar que los indicadores están asociados positivamente e impactan fuertemente en la construcción de la responsabilidad social de los estudiantes a través de conocer su realidad personal y social, en el aumento de sus valores éticos, el sentir su compromiso social al estar como estudiante, egresado o integrante en una empresa responsable y actuar en favor de su contexto en un ambiente diverso y ecológico.

RESUMEN El estilo de crianza se refiere a la manera en la cual los padres ejercen su influencia en la formación y el crecimiento del niño. Del estilo aplicado que fundamentalmente puede ser democrático, autoritario o permisivo, depende en gran medida la salud emocional de ese individuo en crecimiento. En Paraguay, tradicionalmente la figura de los padres se visualiza como el autoritario. El objetivo de esta investigación fue identificar la percepción social sobre estilos de crianzas de los hijos en Paraguay, en el año 2023. El diseño fue cuantitativo, descriptivo, de corte transversal, aplicado a una población de 313 personas, mediante un muestreo no probabilísticos por conveniencia, con el método de la encuesta, a través de un cuestionario difundido por las redes sociales. Entre los principales resultados se evidenció: 69% fueron mujeres; 48.2% con procedencia de Asunción y de 41.9% Central; 84% son de formación universitaria; 60.4% no tienen bajo su responsabilidad a un niño; el estilo predominante en Paraguay según los participantes fue el autoritario con 39%, seguido del permisivo con 29.1%, el democrático con 17.2% y el negligente con 14.7%. El 44.7% sufrió alguna forma de violencia como método de educación; 19.5% ha aplicado alguna forma de violencia en la crianza; 91.7% no está de acuerdo con dichas prácticas; 68.1% considera que la crianza autoritaria puede generar traumas y 83.7% que genera más miedo que respeto. Si la persona pudiese elegir el modelo predominante en Paraguay, el 77.6% optaría por un estilo democrático. Se concluye que el estilo de crianza predominante es el autoritario y que las prácticas de violencia hacia las personas son frecuentes.

ABSTRACT Parenting style refers to the way in which parents exert their influence on the formation and growth of the child. The emotional health of the growing individual depends to a great extent on the style applied, which can be democratic, authoritarian or permissive. In Paraguay, traditionally the parental figure is visualized as authoritarian. The objective of this research was to identify the social perception of parenting styles in Paraguay in the year 2023. The design was quantitative, descriptive, cross-sectional, applied to a population of 313 people, through a non-probabilistic sampling by convenience, with the survey method, through a questionnaire disseminated through social networks. Among the main results were: 69% were women; 48.2% were from Asunción and 41.9% from Central Paraguay; 84% had university education; 60.4% did not have a child under their responsibility; the predominant style in Paraguay according to the participants was authoritarian with 39%, followed by permissive with 29.1%, democratic with 17.2% and negligent with 14.7%. A total 44.7% suffered some form of violence as a method of education; 19.5% have applied some form of violence in upbringing; 91.7% do not agree with such practices; 68.1% consider that authoritarian upbringing can generate traumas and 83.7% that it generates more fear than respect. If a person could choose the predominant model in Paraguay, 77.6% would opt for a democratic style. It is concluded that the predominant parenting style is authoritarian and that violent practices towards people are frequent.

Resumen Objetivo. En este artículo se evalúa el curso Escenario Comunidad/Experiencia de Trabajo de la carrera de agronomía considerando los elementos fundamentales de la estrategia de aprendizaje-servicio y se analizan los principales aprendizajes valorados por el estudiantado·durante su experiencia comunitaria. Metodología. Se trata de un estudio cualitativo, un estudio de caso con carácter descriptivo que examina el curso bajo el modelo de aprendizaje-servicio, analizando la integración en el currículum universitario, la organización, el fomento de la responsabilidad cívica, el trabajo de campo para satisfacer las necesidades comunitarias y las actividades de reflexión (United States Congress, 1990). Para abordar los aprendizajes valorados por el estudiantado, se utilizó la técnica de observación documental aplicando una herramienta de reflexión que recogió los aprendizajes listados por un grupo de 38 estudiantes; los aprendizajes fueron analizados a la luz de tres dominios: el cognitivo, el conductual y el afectivo (Knight-McKenna et al., 2018). Hallazgos y conclusiones. En el Escenario Comunidad se observan los elementos principales del aprendizaje-servicio, cuenta con algunas fortalezas en temas de organización académica, reflexiones y algunas posibilidades de mejora. El grupo de estudiantes participante valora aprendizajes en el dominio afectivo, luego conductual y finalmente cognitivo; entre los aprendizajes más resaltados se encuentran los conocimientos técnicos, las relaciones interpersonales y los conocimientos de las condiciones sociales y del contexto. Recomendaciones. Se recomienda seguir estudiando la incidencia de este curso y otros basados en comunidad en los aprendizajes estudiantiles.

Resumo Objetivo. Este artigo avalia o curso de Cenário Comunidade/Experiência de Trabalho na carreira agronômica, considerando os elementos fundamentais da estratégia de aprendizagem-serviço, e analisa os principais aprendizados valorizados pelos alunos durante a experiência comunitária. Metodologia. Trata-se de um estudo qualitativo, com delineamento de estudo de caso descritivo, que examina o curso sob o modelo da aprendizagem-serviço. O estudo analisa a integração no currículo universitário, a organização, promoção da responsabilidade cívica, o trabalho de campo para atender às necessidades das comunidades e as atividades de reflexão (United States Congress, 1990). Para abordar os aprendizados avaliados pelos alunos, a técnica de observação documental foi utilizada por meio da aplicação de um instrumento de reflexão que permitiu coletar os aprendizados elencados por um grupo de 38 alunos. Posteriormente, esses aprendizados foram analisados sob três domínios: cognitivo, comportamental e afetivo (Knight-McKenna, et al., 2018). Descobertas e conclusões. O Cenário Comunitário analisa os principais componentes da aprendizagem-serviço, tem alguns pontos fortes em termos de organização académica e reflexões e algumas possibilidades de melhoria. O grupo de alunos participantes valoriza principalmente a aprendizagem no domínio afetivo, depois comportamental e, finalmente, cognitivo. Entre as aprendizagens mais marcantes estão o conhecimento técnico, as relações interpessoais e o conhecimento das condições e do contexto de trabalho. Recomendações. Recomenda-se continuar estudando o impacto deste curso e de outros cursos baseados na comunidade na aprendizagem dos alunos.

Abstract Objective. This article examines the Agronomy major course Community Scenario (Work Experience Course), considering the fundamental elements of the service-learning strategy. It also analyzes the primary learnings that students value during their community experience. Methodology. This qualitative study adopts a descriptive case study approach that examines the course under the service-learning model. It analyzes the integration of the course into the university curriculum, the organization, the promotion of civic responsibility, fieldwork to meet community needs, and reflection activities (United States Congress, 1990). To address the learnings valued by the students, the documentary observation technique was used. A reflection tool was employed to collect the learnings identified by a group of 38 students. The learnings were subsequently analyzed with a focus on three domains: cognitive, behavioral, and affective (Knight-McKenna et al., 2018). Findings and conclusions. The community scenario reveals the presence of the key components of service learning. It exhibits certain strengths in terms of academic organization and reflection and areas with potential for improvement. The participating students value learnings in the affective domain, followed by the behavioral domain, and finally the cognitive domain. Noteworthy learnings include technical knowledge, interpersonal relationships, and knowledge of social conditions and context. Recommendations. It is recommended to continue studying the impact of this course and other community-based courses on student learning.

ABSTRACT: Within the dentistry program of the University of La Frontera, there is a need to undergo a process of curricular renewal. For this, three axes must be considered: Mention in Prevention in the Dentistry curriculum, the coherence with the Chilean legislation and the Educational Model of the University in the training and management of the program, and the updated training methodologies. The Mention in Prevention should be strengthened to provide comprehensive training to students, with emphasis on social responsibility. Chilean legislation currently requires a systematic review of the dentistry curriculum to comply with quality standards, and at the same time the University proposes an Educational Model that provides a quality seal for the work of the university, with which the program must also be aligned. On the other hand, the constant updating of disciplinary and pedagogical knowledge in Dentistry must be considered and studied for an optimal result in the process of curricular renovation, as well as the inclusion of new technological tools that have been developed. These are essential axes to consider in order to generate impact on education in dentistry.

RESUMEN: Dentro de la carrera de Odontología de la Universidad de La Frontera surge la necesidad de pasar por un proceso de renovación curricular. Para esto, se deben considerar tres ejes: la Mención en Prevención con la que cuenta el plan de estudios de Odontología, la coherencia con la legislación chilena y el Modelo Educativo de la Universidad en la formación y gestión de la carrera, y las metodologías de formación actualizadas. La Mención en Prevención se debe fortalecer para entregar una formación integral a los estudiantes, con énfasis en la responsabilidad social. La legislación chilena actualmente exige una revisión sistemática al plan de estudios de Odontología para cumplir con los estándares de calidad, y paralelamente la Universidad propone un Modelo Educativo que entrega un sello de calidad al trabajo de la casa de estudios, con el cual la carrera también debe alinearse. Por otra parte, la constante actualización de conocimientos disciplinares y pedagógicos en Odontología deben ser considerados y estudiados para un óptimo resultado en el proceso de renovación curricular, como así también la inclusión de las nuevas herramientas tecnológicas que se han desarrollado. Estos son ejes esenciales a considerar para generar impacto en educación en Odontología.

INTRODUCTION: Outreach activities (OAs) are structured learning experiences, combining intentional learning goals with services to underserved communities. Oral health students participated on the Phelophepa Train (PT) and school-based programmes (SBPs) as part of their OAs. AIM AND OBJECTIVES: To evaluate the self-reported experiences of OA amongst undergraduate oral health students. DESIGN: Cross-sectional which included final year dental (N=62) and oral hygiene students (N= 13) registered in 2019. METHODS: Information was obtained using a modified, self-administered questionnaire which included the number and type of procedures performed; work-related limitations, personal work benefits, academic development and civic responsibility RESULTS: The response rate was 93% (N=65) and students performed more procedures on the train compared to the SBP. Most common procedures undertaken by dental students were screening (64%) and restorations (56%) for oral hygiene students it was screenings (92%) and examinations, Assure sealants and screenings 39% on the train and 31% at SBPs. The most common challenges on both the train and SBPs were inadequate materials (74%) and (41%), poor infection control (15%) and (41% and defective equipment (31%) and (38%) respectively. CONCLUSION: Although students performed a variety of clinical services they reported to have faced a number of challenges. The majority of students reported that OAs exposed them to the needs of the communities and encouraged them to improve their independence and accountability towards patients

RESUMEN El trabajo refiere aspectos concernientes al encargo de la universidad contemporánea desde su gestión, a partir de la propia formación del profesional, encaminada al compromiso y responsabilidad social de docentes, estudiantes y egresados, en lo relativo a la inclusión social de personas en situación de discapacidad. La metodología empleada parte de un estudio de diversas fuentes de información, desde un enfoque exploratorio, donde se revelan determinadas reflexiones en el tema y a la par se ofrece un programa de asignatura, con sus correspondientes temas y actividades, como parte del currículo optativo, de la Carrera Agronomía, en la Universidad “Carlos Rafael Rodríguez” de Cienfuegos, Cuba. Es importante destacar como se demuestra el rol del docente como instructor y guía, que permite el crecimiento del estudiantado universitario, desde una visión humanista integral, y en particular en su formación axiológica y ética, para que se faciliten y promuevan los derechos de las personas en situación de discapacidad, que incluye su inclusión en actividades sociolaborales.

ABSTRACT The work refers to aspects concerning the task of the contemporary university from its management, based on the professional's own training, aimed at the commitment and social responsibility of teachers, students and graduates, in relation to the social inclusion of people with disabilities. The methodology used is based on a study of various sources of information, from an exploratory approach, where certain reflections on the topic are revealed and at the same time a subject program is offered, with its corresponding topics and activities, as part of the optional curriculum. of the Agronomy Engineering Degree, at the “Carlos Rafael Rodríguez” University of Cienfuegos, Cuba. It is important to highlight how the role of the teacher as an instructor and guide is demonstrated, which allows the growth of university students, from a comprehensive humanistic vision, and particularly in their axiological and ethical training, so that the rights of people are facilitated and promoted. in a situation of disability, which includes their inclusion in socio-labor activities.

Abstract Higher education during the pandemic assumed the challenge of adapting its formative contents to the virtual environment with consequent achievement of effective learning; in this context, it was proposed to evaluate the perception of learning in a subject of psychological intervention, formative research and social responsibility in a non-probabilistic sample of 277 psychology students from 19 to 48 years old, using the mixed method and non-experimental design, with the Scale of Perceived Learning in the Curricular Experience of Intervention Programs in Psychology and three open-ended questions. The results reflect a high evaluation of the course structure and the teaching role at 67.4% and 70.8%; higher perception of learning in private university students (U= 9414.000 and p=0.001); no distinction according to sex, age or occupation and the qualitative analysis recognizes the reinforcement of creativity, the acquisition of leadership and theoretical-practical competences, added to a satisfactory personal experience. These findings revalue the curricular experiences in virtuality, towards the achievement of formative-professional learning objectives in psychology students who are sensitive to replication in different higher education careers.

Resumen La educación superior durante la pandemia asumió el reto de adaptar sus contenidos formativos al entorno virtual con consecuente logro de aprendizajes efectivos; en este contexto, se planteó evaluar la percepción de aprendizajes en una asignatura, de intervención psicológica, investigación formativa y responsabilidad social en una muestra no probabilística de 277 estudiantes de psicología de 19 a 48 años, mediante el método mixto y el diseño no experimental, con la Escala de Aprendizajes Percibidos en la Experiencia Curricular Programas de Intervención en Psicología y tres preguntas abiertas. Los resultados reflejan una valoración alta de la estructura del curso y del rol docente al 67.4% y 70.8%; mayor percepción de aprendizajes en estudiantes de universidad privada (U= 9414.000 y p=0.001); ninguna distinción según sexo, edad u ocupación y el análisis cualitativo reconoce el reforzamiento de la creatividad, la adquisición de liderazgo y competencias teórico-prácticas, sumado a una experiencia personal satisfactoria. Estos hallazgos revaloran las experiencias curriculares en la virtualidad, hacia la consecución de objetivos de aprendizaje formativo - profesional en estudiantes de psicología sensible de réplica en diferentes carreras de educación superior.