Innovation in higher education: Implementation of autonomous learning to foster entrepreneurial and adaptive skills - a bibliometric review

Carlos Martín M.R.; Belleza-Torrejon S.E.; Melgarejo-Valverde E.D.; Ponce-Loza J.M.; de Miranda M.A.; Espejo-Chacón L.F.; Segundo M.U. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2024) · DOI: 10.18687/leird2024.1.1.706

Resumen

In the current context of higher education, innovation in teaching methodologies has become essential to prepare students for the challenges of the labor market and entrepreneurship. This study aims to analyze and systematize the existing literature in the Scopus database on autonomous learning in university students during the period 2019-2024. The PRISMA 2020 method was used for the identification phase of records in the Web of Science (WoS) database during the period 2019-2023, which allowed the identification of 102,617 studies. After applying data exclusion criteria, 26 studies were selected. The bibliometric results indicate that the highest amount of scientific production occurred in 2022, with up to 8 publications, representing 31% of the total production. The literature comes from 15 countries, with Chile having a cumulative author frequency of 16. Regarding the structure of associative strength, 17 clusters were identified, with 3 prominent keywords: “higher education,” “self-regulated learning,” and “autonomous learning.” The study concludes that autonomous learning in the university context has been able to develop due to the COVID-19 context, always supported by technological and communication tools that make access to information possible. However, the guidance of the teacher is considered essential to map out an appropriate learning path.

Instituciones: Universidad César Vallejo