Transformación Digital y su Impacto en la Educación Superior: Competencias Tecnológicas para Docentes y Estudiantes en la Universidad Internacional San Isidro Labrador, Costa Rica.
Bibliographic record
Abstract
La presente investigación explora la transformación digital en la Universidad Internacional San Isidro Labrador en Costa Rica, centrándose en su impacto en los procesos pedagógicos y administrativos, y en la necesidad de desarrollar competencias tecnológicas en docentes y estudiantes. El objetivo general es evaluar cómo la digitalización afecta la educación superior y proponer estrategias para una adaptación efectiva al entorno digital. Mediante un enfoque metodológico mixto, que combina técnicas cuantitativas y cualitativas, se recopiló y analizó la información. Los hallazgos revelan una brecha significativa en la adopción y uso de tecnologías digitales, destacando la importancia de competencias tecnológicas específicas. Las conclusiones subrayan la necesidad de mejorar la infraestructura tecnológica, la capacitación en competencias digitales y la promoción de una cultura de innovación. Se recomienda la implementación de programas de formación continua y la evaluación constante de estrategias de digitalización.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".