Sociodemographic, Academic, and Psychosocial Characterization of Students in Distance Technological Programs: A Multitemporal Descriptive Analysis (2022--2024).
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| Title: | Sociodemographic, Academic, and Psychosocial Characterization of Students in Distance Technological Programs: A Multitemporal Descriptive Analysis (2022--2024). |
|---|---|
| Alternate Title: | Caracterización sociodemográfica, académica y psicosocial de estudiantes en programas tecnológicos a distancia: análisis descriptivo multitemporal (2022--2024). |
| Authors: | Rueda, Deisy Carolina1 deisy.rueda@uptc.edu.co, Moreno Farias, Bethy Edith1 bethy.moreno@uptc.edu.co, Benitez-Camargo, Sonia Consuelo2 soniaconsuelo.benitez@uptc.edu.co |
| Source: | Comunicar. Apr2026, Vol. 34 Issue 85, p279-288. 10p. |
| Subject Terms: | *Students, *Work-life balance, *School dropout prevention, *Distance education, *Psychology of students, *Academic achievement, *Educational equalization, Psychosocial factors |
| Abstract (English): | The characterization of students in distance technological programs is an essential tool for understanding educational dynamics and designing strategies aimed at promoting retention and academic success. However, research on the specific traits of these students is limited in this modality, so it is necessary to collect empirical information to guide institutional policies and propose effective retention strategies for a population historically excluded from the higher education system. Objective: To characterize, in a descriptive and multitemporal way, the sociodemographic, academic and psychosocial conditions of UPTC-FESAD students, to identify trends, patterns of change and possible risk factors that affect their permanence and academic success. This study was conducted at the Faculty of Distance Studies (FESAD) of the Pedagogical and Technological University of Colombia (UPTC), using a descriptive design with a quantitative approach. Structured surveys were administered during the 2022-I, 2023-I, 2023-II, and 2024-I academic periods to collect sociodemographic, academic, and psychosocial information from the student population. The findings reveal a predominantly female profile (79.1%), along with a progressive increase in students over 30 years of age and a decline in younger cohorts. Likewise, the majority of students come from public educational institutions (82.9%), and two-thirds are entering higher education for the first time. Additionally, 58% combine study with employment, while 66.1% report earning below the legal minimum wage, highlighting significant vulnerability conditions. This profile presents critical challenges related to balancing academic, work, and family roles, addressing the feminization of enrollment, implementing academic leveling programs, and strengthening university welfare services as a strategy to prevent dropout. The program is positioned as a space for inclusion and educational democratization, but it requires real and viable institutional adjustments that ensure equity, flexibility, and comprehensive support in order to effectively address the needs of a diverse, complex student population with multiple responsibilities. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La caracterización de los estudiantes en programas tecnológicos a distancia constituye una herramienta esencial para comprender las dinámicas educativas y diseñar estrategias orientadas a favorecer la permanencia y el éxito académico. El presente estudio se desarrolló en la Facultad de Estudios a Distancia (FESAD) de la Universidad Pedagógica y Tecnológica de Colombia (UPTC), bajo un diseño descriptivo y un enfoque cuantitativo. Se aplicaron encuestas estructuradas en los periodos 2022-I, 2023-I, 2023-II y 2024-I, con el propósito de recopilar información sociodemográfica, académica y psicosocial de la población estudiantil. Los hallazgos muestran un perfil predominantemente femenino (79,1%), acompañado de un aumento progresivo de estudiantes mayores de 30 años y una disminución de los más jóvenes. Asimismo, la mayoría procede de instituciones educativas públicas (82,9%) y dos tercios ingresan por primera vez a la educación superior. De forma complementaria, el 58% combina estudio y trabajo, mientras que el 66,1% reporta ingresos inferiores a un salario mínimo, lo que evidencia condiciones de marcada vulnerabilidad. Este perfil plantea retos significativos relacionados con la conciliación de roles académicos, laborales y familiares, la atención a la feminización de la matrícula, la implementación de programas de nivelación académica y el fortalecimiento de los servicios de bienestar universitario como estrategia para prevenir la deserción. El programa se configura como un espacio de inclusión y democratización educativa, pero requiere ajustes institucionales que garanticen equidad, flexibilidad y acompañamiento integral, con el fin de responder eficazmente a las necesidades de una población estudiantil diversa, compleja y con múltiples responsabilidades. [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: 193720791 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Sociodemographic, Academic, and Psychosocial Characterization of Students in Distance Technological Programs: A Multitemporal Descriptive Analysis (2022--2024). – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Caracterización sociodemográfica, académica y psicosocial de estudiantes en programas tecnológicos a distancia: análisis descriptivo multitemporal (2022--2024). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rueda%2C+Deisy+Carolina%22">Rueda, Deisy Carolina</searchLink><relatesTo>1</relatesTo><i> deisy.rueda@uptc.edu.co</i><br /><searchLink fieldCode="AR" term="%22Moreno+Farias%2C+Bethy+Edith%22">Moreno Farias, Bethy Edith</searchLink><relatesTo>1</relatesTo><i> bethy.moreno@uptc.edu.co</i><br /><searchLink fieldCode="AR" term="%22Benitez-Camargo%2C+Sonia+Consuelo%22">Benitez-Camargo, Sonia Consuelo</searchLink><relatesTo>2</relatesTo><i> soniaconsuelo.benitez@uptc.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. Apr2026, Vol. 34 Issue 85, p279-288. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Work-life+balance%22">Work-life balance</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The characterization of students in distance technological programs is an essential tool for understanding educational dynamics and designing strategies aimed at promoting retention and academic success. However, research on the specific traits of these students is limited in this modality, so it is necessary to collect empirical information to guide institutional policies and propose effective retention strategies for a population historically excluded from the higher education system. Objective: To characterize, in a descriptive and multitemporal way, the sociodemographic, academic and psychosocial conditions of UPTC-FESAD students, to identify trends, patterns of change and possible risk factors that affect their permanence and academic success. This study was conducted at the Faculty of Distance Studies (FESAD) of the Pedagogical and Technological University of Colombia (UPTC), using a descriptive design with a quantitative approach. Structured surveys were administered during the 2022-I, 2023-I, 2023-II, and 2024-I academic periods to collect sociodemographic, academic, and psychosocial information from the student population. The findings reveal a predominantly female profile (79.1%), along with a progressive increase in students over 30 years of age and a decline in younger cohorts. Likewise, the majority of students come from public educational institutions (82.9%), and two-thirds are entering higher education for the first time. Additionally, 58% combine study with employment, while 66.1% report earning below the legal minimum wage, highlighting significant vulnerability conditions. This profile presents critical challenges related to balancing academic, work, and family roles, addressing the feminization of enrollment, implementing academic leveling programs, and strengthening university welfare services as a strategy to prevent dropout. The program is positioned as a space for inclusion and educational democratization, but it requires real and viable institutional adjustments that ensure equity, flexibility, and comprehensive support in order to effectively address the needs of a diverse, complex student population with multiple responsibilities. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La caracterización de los estudiantes en programas tecnológicos a distancia constituye una herramienta esencial para comprender las dinámicas educativas y diseñar estrategias orientadas a favorecer la permanencia y el éxito académico. El presente estudio se desarrolló en la Facultad de Estudios a Distancia (FESAD) de la Universidad Pedagógica y Tecnológica de Colombia (UPTC), bajo un diseño descriptivo y un enfoque cuantitativo. Se aplicaron encuestas estructuradas en los periodos 2022-I, 2023-I, 2023-II y 2024-I, con el propósito de recopilar información sociodemográfica, académica y psicosocial de la población estudiantil. Los hallazgos muestran un perfil predominantemente femenino (79,1%), acompañado de un aumento progresivo de estudiantes mayores de 30 años y una disminución de los más jóvenes. Asimismo, la mayoría procede de instituciones educativas públicas (82,9%) y dos tercios ingresan por primera vez a la educación superior. De forma complementaria, el 58% combina estudio y trabajo, mientras que el 66,1% reporta ingresos inferiores a un salario mínimo, lo que evidencia condiciones de marcada vulnerabilidad. Este perfil plantea retos significativos relacionados con la conciliación de roles académicos, laborales y familiares, la atención a la feminización de la matrícula, la implementación de programas de nivelación académica y el fortalecimiento de los servicios de bienestar universitario como estrategia para prevenir la deserción. El programa se configura como un espacio de inclusión y democratización educativa, pero requiere ajustes institucionales que garanticen equidad, flexibilidad y acompañamiento integral, con el fin de responder eficazmente a las necesidades de una población estudiantil diversa, compleja y con múltiples responsabilidades. [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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.19691586 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 279 Subjects: – SubjectFull: Students Type: general – SubjectFull: Work-life balance Type: general – SubjectFull: School dropout prevention Type: general – SubjectFull: Distance education Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Psychosocial factors Type: general Titles: – TitleFull: Sociodemographic, Academic, and Psychosocial Characterization of Students in Distance Technological Programs: A Multitemporal Descriptive Analysis (2022--2024). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rueda, Deisy Carolina – PersonEntity: Name: NameFull: Moreno Farias, Bethy Edith – PersonEntity: Name: NameFull: Benitez-Camargo, Sonia Consuelo 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 |
