Desarrollo de la competencia inclusiva entre estudiantes de maestría mediante una intervención pedagógica con apoyo digital

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.03.18

Palabras clave:

inclusive educational environment, educational institutions, web resources, digitalization of education, formation of inclusive competence in students.

Resumen

El estudio tuvo como objetivo desarrollar y evaluar experimentalmente una intervención pedagógica con apoyo digital para desarrollar la competencia inclusiva de los estudiantes durante su formación profesional. Se realizó un estudio pedagógico cuasiexperimental entre 2023 y 2025 con 174 estudiantes de maestría, incluyendo un grupo experimental (GE, n = 84) y un grupo de control (GC, n = 90). La competencia inclusiva de los estudiantes se evaluó según cuatro criterios: motivacional, cognitivo, de actividad y reflexivo, con tres niveles de formación (bajo, medio y alto). Durante la etapa formativa, el grupo experimental participó en un programa de formación inclusiva con apoyo digital que integró entornos de aprendizaje digital, herramientas digitales interactivas y adaptativas, recursos digitales especializados, tareas prácticas, casos profesionales, sesiones de capacitación, seminarios, clases magistrales, mentorías y actividades reflexivas. El grupo de control continuó su formación profesional regular sin la intervención específica. Los cambios en la distribución de los niveles de competencia se analizaron utilizando el criterio de chi-cuadrado de Pearson (χ²). Los resultados demostraron cambios positivos en el grupo experimental en los cuatro criterios. La proporción de estudiantes con un alto nivel cognitivo aumentó del 20,24 % en la etapa inicial al 38,10 % en la etapa de control, mientras que el nivel reflexivo alto aumentó del 21,43 % al 34,52 %. El grupo experimental también mostró una reducción en la proporción de estudiantes con un nivel bajo, particularmente en el criterio cognitivo, donde disminuyó del 42,86 % al 7,14 %. Estos hallazgos indican cambios positivos en la competencia inclusiva de los estudiantes tras la implementación de la intervención pedagógica con apoyo digital.

Biografía del autor/a

Zoriana Matsiuk, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

PhD in Philology, Associate Professor, Senior Lecturer at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Zoia Serdiuk, Bohdan Khmelnitsky National University at Cherkasy,  Cherkassy, Ukraine. 

PhD (Pedagogical Sciences), Associate Professor af the Department of Mathematics and Methods of Learning Mathematics, Bohdan Khmelnitsky National University at Cherkasy,  Cherkassy, Ukraine. 

Tetiana Marieieva, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. 

Candidate of Pedagogical Sciences (PhD), Associate Professor, Associate Professor at the Department of Preschool Pedagogy and Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.

Tetiana Martyniuk, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Doctor of Pedagogical Sciences, Professor, Professor at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Yurij Symchukevych, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

PhD student at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

Citas

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Publicado

2026-09-30

Cómo citar

Matsiuk, Z., Serdiuk, Z., Marieieva, T., Martyniuk, T., & Symchukevych, Y. (2026). Desarrollo de la competencia inclusiva entre estudiantes de maestría mediante una intervención pedagógica con apoyo digital. Revista Eduweb, 20(3), 318–343. https://doi.org/10.46502/issn.1856-7576/2026.20.03.18

Número

Vol. 20 Núm. 3 (2026)

Sección

Artículos

Licencia

Derechos de autor 2026 Zoriana Matsiuk, Zoia Serdiuk, Tetiana Marieieva, Tetiana Martyniuk, Yurij Symchukevych

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.