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Buele, Jorge
Non-formal Virtual Training Strategies to Promote Entrepreneurship
Impact of Educational Technology on Enhancing Children’s Competencies in Mobile Classrooms
2025
,
Mónica Naranjo-Costales
,
Núñez Hernández, Corina
,
Buele, Jorge
In the current context, entrepreneurship requires extensive knowledge for proper development. In Latin America, the lack of expertise in areas such as marketing and financial management leads to a high rate of business failure. This study addresses this issue by implementing a virtual learning environment called Emprende Virtual, designed to promote sustainable entrepreneurship through masterclasses and practical activities. The methodology used was a quantitative approach with an experimental design. A total of 59 participants were divided into two groups: an experimental group that received training through the digital resource of the virtual environment and a control group that received no intervention. Pre- and post-test surveys were conducted to measure the impact of the virtual learning environment on the participants’ entrepreneurial attitude, knowledge and skills. The results showed a significant improvement in the experimental group compared to the control group, especially in areas such as educational technology, innovation and entrepreneurship, and business management. This demonstrates that the strategy not only facilitates access to education but also contributes to the development of essential skills for business success, promoting sustainability and economic growth. Despite limitations such as the lack of geographical representativeness and variability in prior experience, the VLE proves to be an effective tool for developing entrepreneurs in the region.
2025
,
Mantilla, Mónica
,
Núñez Hernández, Corina
,
Buele, Jorge
Technology can be used as an effective strategy to enhance cognitive, motor, and linguistic skills in children of all ages. However, its implementation in itinerant contexts, where resources and infrastructure are limited, poses a challenge. This study addressed this issue by evaluating the effectiveness of an educational intervention based on educational technology in itinerant classrooms. A quasi-experimental design was conducted with 128 children, using a pre-test and post-test to measure the impact on 17 competencies, such as visuomotor coordination, visual memory, and attention. The 17 competencies were evaluated using standardized tools designed to measure aspects such as visuomotor coordination, visual memory, attention, motor skills, visual perception, and linguistic abilities. The evaluation results were used to identify difficulties and the need for pedagogical support, enabling detailed tracking of each child’s development. Over the course of 8 weeks, five digital educational tools, such as Mundo Primaria and Minecraft, were used and adapted to be appropriate for the children’s ages and needs. The results showed significant improvements in all the competencies evaluated, indicating that technology can serve as a catalyst for children’s cognitive abilities even in unconventional environments. Itinerant classrooms benefited from the flexibility and adaptability of technological resources, enabling them to overcome the typical physical and logistical limitations of these contexts. The integration of educational technology in early childhood education is highly effective and can offer a viable solution to improve the learning outcomes of primary school students.