Postmodernidad educativa: análisis comparado sobre la conexión con el proceso de enseñanza aprendizaje del alumnado universitario de México y España

Abstract

The general objective, to analyze the comparative perspective of the students, in relation to the connection with the teaching-learning process, by the students of the Bachelor's degree in Computer Science, University of Hidalgo (Mexico) and the students of the Teaching Degree, University of Zaragoza (Spain), during the 2022-2023 academic year. To measure the research variables, the empathy map tool has been implemented in the classroom, guiding students through six questions that make up the emotional intelligence construct, with validity and reliability according to Cronbach's Alpha coefficient a= .725. Results, the tendency to centrality is observed in the students of both universities, in relation to the tendency of social interaction with the subject prior to the beginning of classes and also a moderate central tendency in relation to the perceived difficulties in passing the subject. In the inductive and descriptive analysis of the research data, it has been observed that students have built a proactive attitude, prioritizing efficiency and responsibility over the connection with learning, a process of internal attribution to reinforce self-esteem, causing an absence of dissonance, cognitive due to the reasoned action in the construction of a positive and successful scenario, however, not exempt from cognitive biases due to the need to adapt to the classroom context.