In the 21st century: Learning strategies in engineering students

Kelly Fara V.-P.; Walter Jesús A.-C.; Elizabeth Lizbel J.-E.; Nancy Lionel P.-L.; Ofrmar Dionell J.-G.; Patricia Rosario J.-R. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2026) · DOI: 10.18687/laccei2026.1.1.1820

Resumen

Learning strategies are of critical importance in university life; thus, if students fail to develop them, they may experience frustration during the learning process, particularly in highly demanding programs such as engineering. In the current educational context, emphasis is placed on students actively constructing their own knowledge, assuming a central role in both the teaching and learning processes. This study aims to estimate the use of learning strategies among first-cycle engineering students at a public university in Peru. A quantitative approach was employed, with a descriptive, cross-sectional level and a non-experimental design. The sample consisted of 167 first-cycle engineering students, who responded to a brief learning strategies scale. The results indicate that 71.9% of students do not use learning strategies, while 28.1% do. Regarding the dimensions of elaboration and organization, the highest percentages fall within the moderate category (61.7% and 60.5%, respectively), suggesting that students require tools to effectively develop learning strategies and improve their learning process. Furthermore, significant differences were found based on age.

Instituciones: Universidad Peruana de Ciencias Aplicadas; Universidad Nacional San Luis Gonzaga; Universidad Tecnológica del Perú; Universidad Autónoma de Ica