El estudio autogestivo para disminuir el rezago académico PostCovid en estudiantes de primer semestre de la Licenciatura en Mecatrónica (ITCJ)

Nancy Esperanza Ríos Fernández; Gabriela García Cruz

doi:10.61273/neyart.v3i5.135

Authors

Nancy Esperanza Ríos Fernández National Technological Institute of Mexico
Gabriela García Cruz National Technological Institute of Mexico

DOI:

https://doi.org/10.61273/neyart.v3i5.135

Keywords:

Lag, self-management learning, COVID-19

Abstract

The educational impact derived from the COVID-19 pandemic revealed an alarming reality: the academic lag in new students studying Mechatronic Engineering, particularly in technological contexts such as that of the ITCJ. Faced with this challenge, we designed an educational proposal centered on self-managed learning to recover lost skills, foster academic autonomy, and mitigate the effects of educational disruption. The intervention, developed and implemented within the Tutoring subject, consisted of a course hosted on the Moodle platform that promoted the development of skills for the self-regulation of learning through concrete activities, diagnoses and self-assessments. The design of this strategy did not arise from a generic recipe, but from the situated analysis of our students and the firm conviction that it is possible to relearn how to learn. The results obtained show significant improvements in planning, study habits, use of academic resources and oral and written expression. This validates self-managed learning not only as a remedy for lag, but as a transversal tool for university life. The experience leads us to affirm that training students with awareness of their own training process is a commitment that transforms not only their academic present, but also, their future as critical and reflective professionals.

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