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

Deroncele-Acosta A.; Jiménez-Chumacero R.V.; Gamarra-Mendoza S.; Brito-Garcías J.G.; Flores-Valdivieso H.G.; Velázquez-Tejeda M.E.; Goñi-Cruz F.F. · Sustainability (Switzerland) (2023) · DOI: 10.3390/su15065449

Resumen

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 ed-ucation. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development.

Instituciones: Universidad San Ignacio de Loyola