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] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193720782 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Tecnologías emergentes y educación superior: hacia la revalorización de saberes ancestrales. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Emerging Technologies and Higher Education: Towards the Revaluation of Ancestral Knowledge. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Moreno+Villalba%2C+Leonardo+Miguel%22">Moreno Villalba, Leonardo Miguel</searchLink><relatesTo>1,2</relatesTo><i> lmoreno@tese.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Torres+Rodríguez%2C+Hilda+Maria%22">Torres Rodríguez, Hilda Maria</searchLink><relatesTo>3</relatesTo><i> psichildat@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ávila+Camacho%2C+Francisco+Jacob%22">Ávila Camacho, Francisco Jacob</searchLink><relatesTo>4</relatesTo><i> fjacobavila@tese.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Pérez+González%2C+Mariana+Zuleima%22">Pérez González, Mariana Zuleima</searchLink><relatesTo>1,5</relatesTo><i> mzperezgonzalez@tese.edu.mx</i><br /><searchLink fieldCode="AR" term="%22Lara+Figueroa%2C+Hugo+Nathanael%22">Lara Figueroa, Hugo Nathanael</searchLink><relatesTo>1,6</relatesTo><i> hugolara@tese.edu.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. Apr2026, Vol. 34 Issue 85, p141-154. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cultural+maintenance%22">Cultural maintenance</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22Augmented+reality%22">Augmented reality</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Traditional+ecological+knowledge%22">Traditional ecological knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193720782 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.19690597 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 14 StartPage: 141 Subjects: – SubjectFull: Cultural maintenance Type: general – SubjectFull: Higher education Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: STEM education Type: general – SubjectFull: Augmented reality Type: general – SubjectFull: Technological innovations Type: general – SubjectFull: Traditional ecological knowledge Type: general – SubjectFull: Community-based participatory research Type: general Titles: – TitleFull: Tecnologías emergentes y educación superior: hacia la revalorización de saberes ancestrales. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Moreno Villalba, Leonardo Miguel – PersonEntity: Name: NameFull: Torres Rodríguez, Hilda Maria – PersonEntity: Name: NameFull: Ávila Camacho, Francisco Jacob – PersonEntity: Name: NameFull: Pérez González, Mariana Zuleima – PersonEntity: Name: NameFull: Lara Figueroa, Hugo Nathanael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 34 – Type: issue Value: 85 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
