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Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

Author

Listed:
  • Angel Deroncele-Acosta

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • Rosa Victoria Jiménez-Chumacero

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • Sofía Gamarra-Mendoza

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • José Gregorio Brito-Garcías

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • Hernán Gerardo Flores-Valdivieso

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • Miriam Encarnación Velázquez-Tejeda

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

  • Félix Fernando Goñi-Cruz

    (Escuela de Posgrado, Universidad San Ignacio de Loyola, Lima 15024, Peru)

Abstract

The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master’s and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development.

Suggested Citation

  • Angel Deroncele-Acosta & Rosa Victoria Jiménez-Chumacero & Sofía Gamarra-Mendoza & José Gregorio Brito-Garcías & Hernán Gerardo Flores-Valdivieso & Miriam Encarnación Velázquez-Tejeda & Félix Fernando, 2023. "Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru," Sustainability, MDPI, vol. 15(6), pages 1-20, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5449-:d:1102051
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    References listed on IDEAS

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    2. Angel Deroncele-Acosta & Madeleine Lourdes Palacios-Núñez & Alexander Toribio-López, 2023. "Digital Transformation and Technological Innovation on Higher Education Post-COVID-19," Sustainability, MDPI, vol. 15(3), pages 1-24, January.
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