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Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies

Author

Listed:
  • Ana Bustamante-Mora

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Mauricio Diéguez-Rebolledo

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Yemsy Hormazábal

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Yolanda Valdés

    (Facultad de Ingeniería, Sede Talca, Universidad Autónoma de Chile, Talca 3480094, Chile)

  • Rodrigo Cadena

    (Departamento de Posgrado, Universidad Tecnológica de México, Ciudad de México 11320, Mexico
    Departamento de Informática, Universidad Americana de Europa, Cancún 77500, Mexico)

Abstract

In the last decade, great strides have been made to increase access to education and enrollment rates at all levels (primary, secondary, and higher education). Actions such as promoting equal access to education, preventing school dropout, and establishing free education, among other actions proposed by organizations such as UNESCO, seek to guarantee the universality of education. This is undoubtedly a great challenge, and to address it, it is necessary to characterize how students face the learning process, considering factors such as autonomy, competencies, and their own basic psychological needs, looking for effective learning models based on students’ needs in a changing world, where ICTs play a relevant role. This research analyzes learning models, motivation, self-determination, and technologies used for learning achievement in higher engineering education. The study will highlight relevant initiatives and the most commonly used technological tools. It will also identify learning models that seek to link emotional intelligence, self-determination, cognitive skills, and ICT. The PRISMA protocol guided the study, finding 132 relevant articles to be analyzed and proposing best practices in using learning models, strategies, and ICT to foster students’ intrinsic motivation.

Suggested Citation

  • Ana Bustamante-Mora & Mauricio Diéguez-Rebolledo & Yemsy Hormazábal & Yolanda Valdés & Rodrigo Cadena, 2023. "Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies," Sustainability, MDPI, vol. 15(17), pages 1-29, August.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:17:p:12869-:d:1225161
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    References listed on IDEAS

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    1. Shaw, Marta A., 2019. "Strategic instrument or social institution: Rationalized myths of the university in stakeholder perceptions of higher education reform in Poland," International Journal of Educational Development, Elsevier, vol. 69(C), pages 9-21.
    2. Grijalvo, Mercedes & Segura, Alejandro & Núñez, Yilsy, 2022. "Computer-based business games in higher education: A proposal of a gamified learning framework," Technological Forecasting and Social Change, Elsevier, vol. 178(C).
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