Eficacia del modelo integrado de desarrollo de habilidades de investigación (IRSDM) en la educación superior: un estudio cuasiexperimental en Ucrania

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.02.4

Palabras clave:

aprendizaje basado en proyectos, competencia investigadora, cuasi-experimento, modelo de aprendizaje integrado, tecnologías educativas digitales

Resumen

El propósito del estudio fue determinar el impacto del modelo integrador del autor, construido sobre una combinación de aprendizaje basado en proyectos, aprendizaje basado en la indagación, aprendizaje basado en la investigación y enfoques de laboratorios de investigación digital, en el nivel de desarrollo de la competencia investigativa de los solicitantes de educación. El estudio se implementó como un cuasi-experimento con la formación de grupos de control y experimental en el diseño de pre-prueba/post-prueba. La muestra total consistió en 248 estudiantes, que se dividieron en grupos experimentales (n = 124) y control (n = 124). La intervención duró un semestre (14 semanas) e incluyó cuatro módulos consecutivos destinados a desarrollar las habilidades de formulación de un problema científico. Los resultados mostraron un aumento en las habilidades de investigación en el grupo experimental en comparación con el grupo de control, lo que confirmó la efectividad del modelo IRSDM. Los mayores cambios positivos se registraron en los componentes de formulación de problemas de investigación, pensamiento analítico y trabajo con fuentes académicas. Las conclusiones destacan que la novedad científica del estudio consistió en el desarrollo y prueba empírica de un modelo integrador de formación de competencias investigativas en el contexto educativo ucraniano.

Biografía del autor/a

Volodymyr Yatsenko, Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.

Candidate of Pedagogical Sciences, Senior Researcher, Senior Researcher of the Department of Geography and Economics, Department of Geography and Economics, Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.

Oksana Protas, Vasyl Stefanyk Сarpathian National University, Ivano-Frankivsk, Ukraine. 

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Pedagogy and Social Work, Faculty of Education, Vasyl Stefanyk Сarpathian National University, Ivano-Frankivsk, Ukraine. 

Olena Striliuk, T. H. Shevchenko National University “Chernihiv Colehium”, Chernihiv, Ukraine. 

PhD in History, Associate Professor, Associate Professor of the Department of World History and International Relations, T. H. Shevchenko National University “Chernihiv Colehium”, Chernihiv, Ukraine. 

Anna Chepeliuk, Ivan Franko State Pedagogical University of Drohobych, Drohobych, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Theory and Methods of Physical Education and Sports Drohobych Ivan Franko State Pedagogical University, Faculty of Human Health and Natural Sciences, Drohobych, Ukraine. 

Andrii Rybalko, National University of Water and Environmental Engineering, Rivne, Ukraine. 

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Chemistry and Physics, Department of Chemistry and Physics, Educational and Scientific Institute of Agroecology and Land Management, National University of Water and Environmental Engineering, Rivne, Ukraine. 

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Publicado

2026-06-30

Cómo citar

Yatsenko, V., Protas, O., Striliuk, O., Chepeliuk, A., & Rybalko, A. (2026). Eficacia del modelo integrado de desarrollo de habilidades de investigación (IRSDM) en la educación superior: un estudio cuasiexperimental en Ucrania. Revista Eduweb, 20(2), 53–69. https://doi.org/10.46502/issn.1856-7576/2026.20.02.4

Número

Vol. 20 Núm. 2 (2026)

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Artículos

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Derechos de autor 2026 Volodymyr Yatsenko, Oksana Protas, Olena Striliuk, Anna Chepeliuk, Andrii Rybalko

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