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Tecnologías emergentes y educación superior: hacia la revalorización de saberes ancestrales.

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Title: Tecnologías emergentes y educación superior: hacia la revalorización de saberes ancestrales.
Alternate Title: Emerging Technologies and Higher Education: Towards the Revaluation of Ancestral Knowledge.
Authors: Moreno Villalba, Leonardo Miguel1,2 lmoreno@tese.edu.mx, Torres Rodríguez, Hilda Maria3 psichildat@gmail.com, Ávila Camacho, Francisco Jacob4 fjacobavila@tese.edu.mx, Pérez González, Mariana Zuleima1,5 mzperezgonzalez@tese.edu.mx, Lara Figueroa, Hugo Nathanael1,6 hugolara@tese.edu.mx
Source: Comunicar. Apr2026, Vol. 34 Issue 85, p141-154. 14p.
Subject Terms: *Cultural maintenance, *Higher education, *Culturally relevant education, *STEM education, Augmented reality, Technological innovations, Traditional ecological knowledge, Community-based participatory research
Abstract (English): The accelerated erosion of ancestral knowledge, recognized as a global cultural crisis by UNESCO (Gaceta UNAM, 2022; UNESCO, 2023), demands innovative responses from higher education. This article addresses the gap in the literature regarding how emerging technologies, particularly Augmented Reality (AR), can serve as effective tools for cultural revitalization within STEM environments, which have traditionally marginalized such knowledge (Ávila Camargo, 2014; Mignolo, 2000). A pilot study (N=97), articulated as participatory action research (Colmenares E, 2012), is presented to test the impact of a decolonial pedagogical intervention centered on the development of the Augmented Reality Memory Game: Gods of the Náhuatl World. The methodology combined User-Centered Design with principles of critical interculturality. Results demonstrate significant increases in students' perception of technology's role in cultural preservation (+88.0%, p<.001), interest in ancestral cultures (+57.1%), and motivation toward socially impactful projects (+50.0%). Qualitative analysis corroborated these findings, revealing a transformation of professional identity among future engineers. It is concluded that AR, when mediated by decolonial pedagogies, can function as an epistemic bridge and catalyze curricular reforms that integrate social responsibility and co-design with Indigenous communities as transversal formative pillars. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La acelerada erosión de los saberes ancestrales, reconocida como una crisis cultural global por la UNESCO (Gaceta UNAM, 2022; UNESCO, 2023), exige respuestas innovadoras desde la educación superior. Este artículo aborda la brecha en epistemológica sobre cómo las tecnologías emergentes, en particular la Realidad Aumentada (RA), pueden actuar como herramientas efectivas de revitalización cultural en entornos STEM, tradicionalmente ajenos a estos saberes (Ávila Camargo, 2014; Mignolo, 2000). Se presenta un estudio piloto (N=97), articulado como investigación-acción participativa (Colmenares E, 2012), que prueba el impacto de una intervención pedagógica decolonial centrada en el desarrollo del «Memorama en RA: Dioses del mundo náhuatl». La metodología combinó Diseño Centrado en el Usuario con principios de interculturalidad crítica. Los resultados evidencian incrementos significativos en la percepción del rol de la tecnología para la preservación cultural (+88.0%, p<.001), en el interés por culturas ancestrales (+57.1%) y en la motivación hacia proyectos con impacto social (+50.0%). El análisis cualitativo corroboró estos hallazgos, mostrando una resignificación identitaria en los futuros ingenieros. Se concluye que la RA, mediada por pedagogías decoloniales, puede operar como un puente epistémico y catalizar reformas curriculares que integren responsabilidad social y co-diseño con comunidades indígenas como pilares formativos transversales. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The accelerated erosion of ancestral knowledge, recognized as a global cultural crisis by UNESCO (Gaceta UNAM, 2022; UNESCO, 2023), demands innovative responses from higher education. This article addresses the gap in the literature regarding how emerging technologies, particularly Augmented Reality (AR), can serve as effective tools for cultural revitalization within STEM environments, which have traditionally marginalized such knowledge (Ávila Camargo, 2014; Mignolo, 2000). A pilot study (N=97), articulated as participatory action research (Colmenares E, 2012), is presented to test the impact of a decolonial pedagogical intervention centered on the development of the Augmented Reality Memory Game: Gods of the Náhuatl World. The methodology combined User-Centered Design with principles of critical interculturality. Results demonstrate significant increases in students' perception of technology's role in cultural preservation (+88.0%, p<.001), interest in ancestral cultures (+57.1%), and motivation toward socially impactful projects (+50.0%). Qualitative analysis corroborated these findings, revealing a transformation of professional identity among future engineers. It is concluded that AR, when mediated by decolonial pedagogies, can function as an epistemic bridge and catalyze curricular reforms that integrate social responsibility and co-design with Indigenous communities as transversal formative pillars. [ABSTRACT FROM AUTHOR]
ISSN:11343478
DOI:10.5281/zenodo.19690597